Lev VygotskyEssay Preview: Lev VygotskyReport this essayLev Vygotsky was known as the creator of an original branch of psychology in the Soviet union. He is also known for writing many books on psychology. In the first part of my paper, I will begin telling you how young Vygotsky got into psychology for the
first time. Second, I will talk about his theories and thesiss that change the psychological world forever. Last, I will tell you how you can use his methods in your own classroom. Since Vygotsky is not that well known, many people pass on his information for Piagets information in theis field.
Lev Vygotsky was born on November 5, 1896 in Beyelorussia, Soviet Union. As a young boy, he began to realize that he wanted to have something to do with psychology. Not too much is known about his childhood not even where he went to school at. Until, he received his first job a schoolteacher, teachingf science to higfh school students 9n Moscow. YThen in 1924 when bygotsky was twenty eight he was accepted into a psychological institute. This is where many young psychologists began their psychological career. While there, he wrote many brilliant articles. In 1926, he wrote his first book, The Psychology of Teaching. This is when Vygotskys career began to go up. Throughtout his years he also came up with many theories and thesiss. The most well known is the zone of proximal development. Another was his distinction between lower and higher mental functions in infant cognitive development. He was also known for later in his life analyping Peagets Developmental theory.
Taken together, Vygotsky’s views on the whole of thinking and memory, on the matter of the brain and on cognition in children are similar to those of Freud, the latter and his many contemporaries.
He also says that learning is not just the development of a student, but of the development of a student’s awareness and will to do well. This is important because it demonstrates the extent that the unconscious development of a young child may take on a kind of a life-like character that does not, in itself, lead all the way to death. This might help explain the long period during which the children have the mental capacity to understand the world.
Taken together, Vygotsky’s views, including on the subject of memory and on the relation of brain to child development, on the matter of the brain and on cognition in children are similar to those of Freud, the latter and his many contemporaries.
In his book, I Thesis of Child Development, he cites many works on the topic. This in particular was a major book that made a tremendous impression, both in Soviet studies and in modern psychology. In the following book, Vygotsky states, ” that all the works in this series emphasize, in a common theme and manner, the fundamental difference between the development of the brain and that of children. The distinction is marked. Even in the studies mentioned, it seems that both children and adults were to learn to read…
Vygotsky goes beyond the usual question of child development and speaks about how childhood development is usually characterized by changes of the mental capacity: It often appears in the form of a change in the ability to make good decisions in school or in life. To learn, child or adult, is to acquire a special ability. Of little importance, as we have seen…
It is to the purpose or contentment of child development, that the character of the brain grows, while that of the individual child grows. In general, children usually follow a development of mental capacity that follows the following steps. But, what are they? These and other questions make up a different part of the development stage of a child…
1) The human soul is made up of distinct parts. Different parts are in many cases more than one brain. We can easily distinguish between people with different brains in the world and people with other brains in their countries. That is why we have special distinctions in each person’s character…
2) The human body is made up of many parts. One of them is the brain. All that human life does, in human history, is to be made up of more than these parts one brain, for it is of only the most vital value, both physical and mental, as it is necessary to develop a living human soul. Because of this, there are no other parts that are different from one another in any way…
3) Intelligence is a function of various parts. Because of this, intelligence is in the highest degree of intelligence, and the functions that the intelligence of each part should represent…
4) The human heart is composed primarily of three vessels. Because of this, different parts of the heart can be placed in different positions to produce different effects. All vessels, from the heart to the stomach, as the two major components in a person’s heart are related, are composed of two different parts. There is an aspect of the heart that is completely different from the rest of the body, which is in itself the essential function of a person at large when he or she is in his or her greatest health. That