Vygotsky: Zone Of Proximal Development

One major developmental theory that supports this video is Vygotsky’s sociocultural theory. This theory argues that “nature and nurture shape development, not by interacting directly, but by interacting indirectly through culture” (Lightfoot, Cole, and Cole, 2013, p.21). A key tenet of this theory is the zone of proximal development concept, which is defined as “the gap between what children can accomplish independently and what they can accomplish when they are interacting with others who are more competent” (Lightfoot, Cole, and Cole, 2013, p.22). This tenet can be used to support the video. There were several things that Christopher was able to accomplish by himself such as lifting the parachute up and down, holding the paper, along with several other things. However, there were also many things that Christopher would have been unable to do without the help of his parents, his teachers, and his friends. A few examples that were shown in the video was when Christopher was going down the slide, playing on the merry-go-round, and maneuvering his electric wheelchair.

The theoretical perspective provided by the sociocultural theory provides insight into the case study that was analyzed by providing us with the concept of the zone of proximal development.

This concept provides a simplistic understanding as to how “adults can provide help that enables children to function effectively and learn” (Lightfoot, Cole, and Cole, 2013, p.22). As mentioned above, the entire video was filled with examples that supported this concept. There are many things that Christopher is able to do independently, however, there are also many things that, at this age, Christopher is unable to do without the help of someone else because of his

disability.
Part 3: Multiple Influences on Young Children’s Development (CEC 1.1; NAEYC 1b)
Language plays a major role in how a child develops and learns. According to Lightfoot, Cole, and Cole (2013), “…language, like other tools of culture, profoundly affects development because it organizes or mediates human activities, relationships, and thinking…” (p.236). However, every child is not exposed to the same language environment, therefore the way in which children develop and learn will be different. Some children grow up in a house where several languages are spoken, some grow up where only one language is spoken, and some grow up where no language is spoken at all. However, “Deaf children born to deaf parents who communicate in sign language acquire language at least as rapidly and fully as hearing children born into hearing households” (Lightfoot, Cole, Cole, 2013, p.242). The only time a deaf child’s language development is impeded is if they are born to hearing parents who refuse to learn and/or use sign language on account of the belief that the child is able to learn how to read lips and use sounds.
Every culture and society is different when it comes to “the amount of talk that adults direct to infants” (Lightfoot, Cole, Cole, 2013, p.244). In North America, most people often talk to babies from the moment that they enter this world, or even while they are still in the womb. As the children get older, adults will simplify their vocabulary when talking to children in order to help children better understand how language works. Adults will also “expand upon and reformulate” (Lightfoot, Cole, Cole, 2013, p.246) what the child says, thereby trying to show the child the grammatically correct way to phrase things.