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1.1 A social-constructivist’s (Vygotsky) view of the impact of context
on curriculum implementation. (7) Do you agree with his view? (1)
Motivate your answer
Lev Vygotsky, educationists who argued for a socio-constructionist
perspective in education, was a young man during the Russian Revolution
(1917-1918), a time of great change in his culture and society. He believed
that the lifelong process of development is dependent on social interaction,
and that social learning actually leads to cognitive development (Vygotsky,
1978). Traditionally, schools have not promoted environments in which
learners play an active role in their own education as well as that of their
peers. Vygotsky’s theory, however, requires teachers and learners to play
non-traditional role as they collaborate with each other, because both are
influenced by the contexts in which they live, teach and learn. Instead of
teachers dictating meaning to learners for future recitation, they should
collaborate with learners in order to create meaning in ways that learners
can make their own (Hausfather, 1996). Learning becomes a reciprocal
experience for both learners and teachers. This means that a teacher
cannot ignore context when planning and during the process of developing
learning programmes.
According to Vygotsky s theory, the physical classroom should provide
clustered desks or tables and workspaces for peer learning, collaboration,
and small-group learning. Like the environment, the learning material
should be structed to promote and encourage learner interaction and
collaboration. Thus, the classroom becomes a community of learning
Because Vygotsky asserts that cognitive change occurs within the zone of
proximal development, Instruction should be designed to reach a
developmental level that is just above the learner’s current developmental
level. Vygotsky (1978) argues that the overall development of the child and
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