Part 1
The website that I used is http://www1.touro.edu/tourolinks/article-86-project-aspire-implements-vygotskian-instructional-program-at-ps-197.html
Part 2
Summary of Vygotsky’s Harlem Project
Since 1934, the work of Lev Vygotsky has become the foundation of much theory and research in cognitive development for several decades. The foundation has gradually developed into what is known as Social Development Theory. Vygotsky’s theory concentrates on the fundamental roles of social interaction in the process of developing cognition. It is an explanation of language development, which emphasizes the role of social interaction between linguistically knowledgeable adults and the developing children (González et al., 2015). For example, a child in pre-kindergarten class builds a castle using wooden blocks through the observation of a schematic drawing made by a second student. The third student verifies that the castle was made accurately by following the drawing. After the drawing, a group of students with a knowledgeable adult read a story and utilized the symbols in drawing a schematic model of the story. The model was later used to retell the main points of the story.
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Problems Addressed by the Project
The project was designed to address the problems facing children when they are learning without the help of a knowledgeable adult. The child misses many things when learning without the help of an adult. It is because the adult or any other older child better understands what the child is learning and he/she directs when the child misses a point in the process of learning (González et al., 2015).
Impact of the Project on the Learning Environment
Vygotsky introduced instructional techniques, which helped in improving the learning environment. Children would be guided through by using a certain instructional technique, which is easier as compared to learning with any instructions to follow. The techniques were both practical, and theory and the children understand better what they were learning.
Comparing Vygotsky with one other theorist
Vygotsky concentrated mostly on culture shaping or affecting cognitive development as compared to Piaget’s view of the content of development and universal stages. Vygotsky did not refer to the stages in the process of child learning and development as compared to what Piaget did in his theory. Vygotsky emphasized on social factors contributing to cognitive development while Piaget underestimated the social factors (González et al., 2015).
Part 3
It is valuable to use Vygotsky as a basis for teaching or instructing children. Through this project, children learn and understand better because they are guided and instructed in both theory and practical. Social factors are considered in the process of learning, and the children can learn in any place both in school, playgrounds or even at home with the guidance of a knowledgeable adult.
Part 4
Theories, which two of my classmates discussed, are Jean Piaget’s theory and Alfred Bandura theory. In Paget’s theory, my classmate discussed how the child develops through a process where actions prompts thought processes and the actions in the next round will be influenced (González et al., 2015). As per the theory, the child will use both physical and mental actions in understanding and interpret the world. Vygotsky theory is much better as compared to Piaget’s theory as the child is closely monitored or guided by the adult in case of any mistake while in Piaget's theory the child should apply the previous understanding and they are limited to stages when in the process of learning. Another classmate discussed Alfred Bandura theory, which holds that the child learns new behaviors and information by observing and watching other people. An adult does not closely guide the child in the process of learning he/she can make various mistakes making him/her slow in the process of learning (González et al., 2015).
Reference
González, R. A., Cammarota, J., Carranza, M., Casanova, U., Casillas, M., Cintrón, J., & González, N. F. (2015). NATIONAL LATINO/A EDUCATION RESEARCH AND POLICY PROJECT. Latino Civil Rights in Education: La Lucha Sigue , 218.
