Vygotsky Theory
Lev Vygotsky’s sociocultural theory view humans’ development as a process mediated by social behaviour. In this theory, children are perceived to acquire beliefs, techniques for solving problems and cultural values from existing members of the society who are much more knowledgeable (Veraksa, 2022). The theory holds that knowledge is passed through more collaborative dialogues. Furthermore, the theory comprises concepts such as private speech, Proximal Development Zone and specific tools of culture.
Some of the main ideas in Lev Vygotsky’s theory include culture’s role in children’s mental ability development in reasoning and speech. According to this theory, cognitive development in children is enhanced by adults in society (Blunden, 2021). The adults engage them in both meaningful and challenging activities. The adults pass, induce and interpret their existing culture to the young. Besides, they teach them how their culture corresponds to the world. Secondly, the adult shows the child the meaning of objects, experiences and events and equips them with the way to think and what to think.
Also, the theory holds that the more the child interacts with others in society, the more they gather information and skills. Vygotsky also believes that further interactions with experienced people increase their mental development. Additionally, Vygotsky alludes that language serves two purposes in humans. First, external speech is meant for talking with others. At the same time, internal speech is for reasoning mentally (Passmore, 2022). Furthermore, Vygotsky concludes that the social environment is embedded within the child’s learning cycle.
In many ways, Vygotsky’s theory relates to the various elements of successful coaching. First, according to Vygotsky’s theory, one learns from an adult or individual who is more knowledgeable than them. A successful coach must be as good as the services offered for one to learn from them. He or she must serve as an example to be emulated by the learner. A successful coach who is perfect in his services motivates the learner to yearn to acquire more knowledge from them (Veraksa, 2022).
Also, Vytogsky emphasizes the importance of interaction to learn from others. Successful coaching embodies mutual, solid relationships and good communication strategies with the client for positive interaction (Yadav, 2022). A welcoming coach motivates the learner. Besides, good communication from the coach encourages the learner to listen more and follow keenly what the teacher instructs. In the same line, a conducive society that enhances a warm interaction between people offers a good atmosphere for learning. Such a society enables the young generation to acquire knowledge from the elderly that positively and mentally builds them.
Furthermore, Vygotsky’s Theory relates to the elements of good coaching in that it emphasizes the importance of adequate support to the learner during the learning process. Successful coaching embodies proper support materials and tools for the client. Adequate client support enables the coach to learn about their possible weaknesses and strengths and thus provide proper assessment tools (Yadav, 2022). Proper support to the learner encourages them to gain more interest in the process and hence the morale to gather more knowledge.
Reflective learning is a mode of education whereby the learner recounts past learning experiences. Reflection helps link knowledge and experience by providing various opportunities that enhance critical exploration of areas of interest. Such exploration enhances learning and promotes the ability of the coach to respond to and identify signals within their environment. Reflective learning helps in creating successful coaches in many ways. First, it equips the coaches with the ability to synthesize new knowledge. Learning has no end, and human beings tend to learn every day. Therefore, reflection enables the coach to relate newly gained information with prior knowledge, which helps ease understanding.
Besides, reflective learning also helps build successful coaches by improving their reading and comprehension skills. Reflection helps the coach in having internal rehearsals within oneself before speaking externally. Effective inward rehearsals reduce the chances of making an error in speeches and help internalize and retain knowledge (Blunden, 2021). Furthermore, reflection helps make successful coaches by improving their self-esteem through self-examination. Self-examination enables the coaches correctly identify and rectify errors likely to be made. Therefore, when explaining to the learner some knowledge, the coaches feel confident with the information they are disseminating.
Reflection is both a collective and individual process. Reflection provides the members of a particular team with a platform to confidently express their feelings, thoughts and perceptions of a shared experience (Blunden, 2021). Reflective learning helps to create successful team members in various ways. First, reflective learning enhances successful team members’ creation by fostering self-awareness. Self-awareness is a critical element of emotional intelligence. It also helps in better understanding and accepting others the way they are.
Additionally, reflective learning enhances the creation of successful team members by enhancing creativity in thinking. The team members brainstorm and work out various possible solutions to a problem as a unit (Yadav, 2022). Furthermore, reflective learning enhances successful team creation by allowing each team member to engage in the team’s activities actively. Members of the team feel confident and encouraged when their opinions are accepted, actively participating in the group’s activities.
In conclusion, reflection yields positive results through greater coordination of shared meanings and clear communications. When the team members reflect as a unit, they get more understanding and strategically coordinate their actions towards accomplishing a change. Besides, reflection is a critical tool for a coach who aspires to succeed in their career. Last, the individual learning process is dictated by their social environment setting as per the theory of Vygotsky.
References
Veraksa, N. (2022). Vygotsky’s theory: Culture as a prerequisite for education. In Piaget and Vygotsky in XXI century (pp. 7-26). Springer, Cham. https://link.springer.com/chapter/10.1007/978-3-031-05747-2_2
Blunden, A. (2021). Vygotsky’s theory of child development. In Hegel, Marx and Vygotsky (pp. 143-155). Brill. https://doi.org/10.1163/9789004470972_009
Passmore, J., & Oades, L. G. (2022). Positive psychology coaching–a model for coaching practice. Coaching Practiced, pp. 447–455. https://doi.org/10.1002/9781119835714.ch46
Yadav, D. K., & Bhatia, D. (2022). Effect of Reflective Practices on Student Learning in Higher Education—A Real Life Approach. International Journal of Educational Reform, 10567879221094298. https://doi.org/10.1177/10567879221094298
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