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Question One: Similarities and Differences Between Vygotsky’s Sociocultural Theory of Cognitive Development and Bandura’s Social Learning Theory Vygotsky and Bandura are both pioneers when it comes to social learning. Both have leading theories about how we learn and develop. These theories provide a basis for how children learn and develop. Vygotsky’s Sociocultural Theory of Cognitive Development and Bandura’s Social Learning Theory both state that social interaction is a critical part of the learning process. Vygotsky believed that learning happens from the outside, in. The assumption of his theory is that a person’s internal processes have their roots in interactions with others. Children watch the interactions between the people in their world, interact with others themselves, and use these interactions to further their own development (Sternberg and Williams, 2010). His theory included three ideas about cognitive development. The first, internalization, is the process of taking in information and skills from the environment. Secondly, the zone of proximal development is the difference between a child’s level of individual performance and the level of performance a child can reach with guidance (Sternberg and Williams, 2010). Lastly, scaffolding is a tool for growth to help learners meet their full potential. Bandura’s Social Learning Theory says that observation and modeling play a primary role in how people learn. Bandura believes that learning is more than just a result of direct experience with the environment. Bandura’s theory states that the individual being observed is a model, these models demonstrate a behavior to be recreated. His theory consists of three models: a live model, a verbal interactions model, and a symbolic model. In a live model, a person is demonstrating the desired behavior, whereas in a verbal interactions model the behavior is

described and then recreated. Lastly, in a symbolic model people learn from non-human sources, such as movies, books, television, etc. The Social Learning Theory also states there are necessary conditions that must be met for modeling to be successful. These conditions are attention, retention, reproduction and motivation. There are many similarities between Vygotsky and Bandura’s theories, both Vygotsky and Bandura believed that children learn through social interactions. In both theories there is an emphasis on learning happening from the outside, in. The theorists also believed that language serves an important role in learning. The main difference is that Vygostsky’s theory focuses on cognitive and language development, and Bandura’s focuses on behavioral development. Vygotsky believed that children use social contexts as a tool to gain knowledge, and Bandura believed children recreate behaviors based on the consequence. Both theories have had a substantial impact on learning and development. Vygotsky’s theory serves as a basis for modeling behavior and how to teach children a target behavior. Bandura’s theory teaches us how children learn new behaviors in different environments. It is important to education because it explains how children will reproduce a behavior if the reward is satisfactory. Vygotsky’s theory delivers us a model for teaching through scaffolding, and how to successfully use the model as a tool to educate children. While there are differences between the two, they have provided insight into learning and development.

References How social learning theory works. How Social Learning Theory Works - People & Culture. (n.d.). Retrieved December 1, 2021 from https://hr.berkeley.edu/how-social-learning -theory-works. Mcleod, S. (n.d.). Albert Bandura’s Social Learning Theory. Albert Bandura’s Social Learning Theory - Simply Psychology. Retrieved December 1, 2021 from https://www.simply psychology.org/bandura.html. Sternberg, R. J., & Williams, W. M. (2010). Educational psychology . Merrill.

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Question Three: Multicultural Education Education is different in every society, and educators must be equipped to help every student succeed regardless of their background. One way we can ensure children are taught about the world around them is through multicultural education. Multicultural education refers to any form of education or teaching that incorporates the histories, texts, values, beliefs, and perspectives of people from different cultural backgrounds (Multicultural Education, 2013). Multicultural education exposes students to the values and norms of different cultures in an attempt to show them the diversity of the human experience (Sternberg and Williams, 2010). The main idea behind multicultural education is that children from certain racial and ethnic groups tend to succeed more easily in typical schools than do children from other groups (Sternberg and Williams, 2010). Children that come from different cultural groups may have to overcome different obstacles when it comes to learning in a new environment. They may not place as much importance on education, they may not fit in as well, and they may have a hard time communicating what they know. Multicultural education can help remove barriers and improve education for children from different backgrounds. Multicultural education is in place so that all students can succeed individually. The point of the multicultural approach is to reach all students and to create a fair classroom environment for all students regardless of race, ethnicity, gender, culture, or other group differences (Sternberg and Williams, 2010). Although students may come from the same cultural background, educators must be sure to not group them together and assume they all have the same characteristics. Avoiding group stereotypes is important so that each individual student can succeed. Educators can avoid stereotyping by viewing each student as unique and only use information about group differences to be aware and understand why students learn differently. When teaching multiculturally, it is important to get to know students and their backgrounds. Once a teacher is aware of the background of their students, they can modify the curriculum to include presentations related to the cultures in the classroom (Sternberg and

Williams, 2010). To avoid stereotyping when teaching these concepts, teachers should review any materials to make sure they are free of any stereotypes. Fair examples should always be used, and it is important to practice equality. The classroom should feel like a safe space to discuss current political and social statuses of different cultures. Regardless of personal views, there should always be an effort made to continue learning and teach different perspectives. Diversity does not just include students from different cultural and ethnic backgrounds, but also includes socioeconomic diversity, gender diversity, and language diversity. To ensure each student has an opportunity to be successful we must also recognize these differences. Socioeconomic status (SES) is usually defined by psychologists as a measure of a person’s social class level based on income and educational level (Sternberg and Williams, 2010). Socioeconomic status can play a big role in student achievement, but just because a student is considered low SES does not mean they will not be successful. It is important that teachers are aware of these differences, but do not stereotype a student based on their status. Educators should encourage and motivate students regardless of their socioeconomic status. It seems more common now than ever to experience gender diversity. Gender differences are related to how people express their biological sex in behavior (Sternberg and Williams, 2010). Teachers play an important role in development, they are role models for students from childhood throughout their adolescent years. Therefore, educators should be aware of their own biases and beliefs, and how their students may identify. Teachers should also be aware of sex differences, which are biologically based. While males and females may traditionally out perform each other in certain areas, it should not be assumed that this will be the case. Language diversity is also becoming more prevalent in today’s classrooms. Children who do not speak Standard English may have had little exposure to formal schooling and less parental support in the home for helping them with schoolwork (Sternberg and Williams, 2010). Students that do not speak Standard English are often in an English as a Second Language program (ESL) to assist them. It becomes difficult to teach students who do not speak Standard English when there is no one that can speak their native language. If possible, educators should work on developing a second language or locate someone that can speak the language. Cultural values

can also influence how a student speaks, so it should not be assumed that a student knows what is expected of them. Education should be available to all students regardless of their differences. Multicultural education aims to create an unbiased environment for each student. By using this approach, students can leave their educational career knowledgeable about other cultures and backgrounds from their own. Multicultural education can help educators and students overcome obstacles and become successful throughout their school years.

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References Multicultural education . The Glossary of Education Reform. (2013, August 29). Retrieved December 2, 2021, from https://www.edglossary.org/multicultural-education/. Sternberg, R.J., & Williams, W.M. (2010). Educational psychology. Merrill.

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