Vygotsky Theory on Social Interaction and its Influence on the Development of Pre-School Children
AbstractThe continuous process of human recognition has been explained by different schools of psychology. Among them, social constructivism emphasizes the importance of social environment, culture and social interaction with others, in this process. This study aims to highlight the role of using effective techniques and strategies that allow the possibility to study with the help and interaction with others in the pre-school age. The knowledge and application of the scaffolding technique within the Zone of Proximal Development helps accelerate the cognitive development of the child, making the learning process more dynamic and the child more active. The idea of dialog is very important and every child should feel as an integral part of social interaction. The efficient use of these techniques shows an optimization of the child’s achievement. The process of transforming spontaneous concepts into scientific ones, is facilitated and accelerated. It is important for the help to be offered in an individual way, when and where needed. Also, it is required that the educators and teachers be trained for the successful use of these psychological mechanisms.
Aug 30, 2015
How to Cite
TOPÇIU, Marta; MYFTIU, Johana . Vygotsky Theory on Social Interaction and its Influence on the Development of Pre-School Children. European Journal of Social Science Education and Research, [S.l.], v. 2, n. 3, p. 172-179, aug. 2015. ISSN 2312-8429. Available at: <http://journals.euser.org/index.php/ejser/article/view/760>. Date accessed: 19 oct. 2019. doi: http://dx.doi.org/10.26417/ejser.v4i1.p172-179.
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