The given statement has its undercurrents in the education theory of Vygotsky who presented a model of cognitive development of children based on the specific requirements and skills which are valued in their culture. In a Vygotskian classroom, the focus shifts towards a model of teaching which is based on providing support or scaffolding to the child according to his or optimal level of functioning. Within this optimal range of what a child can learn, actual skills and learning is facilitated by means of a positive feedback to the child in the form of continuous motivation such that the child builds a high level of expectations about his/her competence and can subsequently enhance performance on increasingly difficult tasks. However, much of the success in learning entails avoiding a scenario where learning has to fit into water tight compartment such as in the form of a uniform pattern of evaluation like written tests. Instead, a true assessment of actual learning needs to be based on a multiple factors such as social abilities, group participation, internal motivation and initiative taking, a mixture of verbal-motor activities which can give a more holistic picture of a child’s scholastic development while being sensitive to the cultural context of his/her learning.
Get Answers For Free
Most questions answered within 1 hours.