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Topics: Developmental psychology, Learning, Education Pages: 4 (1358 words) Published: November 27, 2013

Lev Vygotsky was born in the year 1896 in Czarrist, Russia. He lived a relatively short life, dying of tuberculosis in 1934. Although Jews were limited to obtain higher education, Vygotsky however, was one of the 5 % maximum of Jews permitted admission to a university. He was denied the opportunity to fulfil his ambition to pursue training as a teacher. As a result he studied medicine, philosophy, history and law between 1913 and 1917. Vygotsky began teaching in his home city almost immediately after the 1917 Communist Revolution. Vygotsky investigations of child development and educational psychology were influenced by his o b bwn Marxism- a philosophy that emphasizes the importance of one’s social origins and place in the scheme of production. The work of Vygotsky which consist of more than one hundred books and articles were not published until after his death in 1934. Two years after his death, his books and articles were held in a secret library and could only be accessed by permission of the Peoples Commissariat for Internal Affairs- Commonly known as the NKVD.This suppression lasted for two decades and despite this prolonged attempt to suppress his ideas, Vygotsky work survived and particularly after the Cold War came to weiled considerable influence in the field of educational psychology. Vygotsky stresses the importance of looking at each child as an individual who learns distinctively. Consequently, the knowledge and skills that are worth while learning varies with the individual. According to Vygotsky, the overall goal of education is to generate and lead development which is the result of social learning internalization of culture and social relationships. The importance of past experiences and prior knowledge in making sense of new situations or present experiences was repeatedly emphasised, therefore all new knowledge and newly introduced skills are greatly...
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