Vygotsky’s socio-cultural theory of literacy Scaffolding children to read and write at an early age

Mahzan Arshad, Wu Hsueh Chen

Abstract


In the article the concept of semiotic mediation, appropriation, internalization,
Zone of Proximal Development (ZPD) and scaffolding in particular were
reviewed to provide understanding of the process. Under the concept of
semiotic mediation, the issue of how children learn through imitating adults was
examined with inputs from second language acquisition theories. Vygotsky’s
concept of appropriation provides the springboard for a discussion on how
children may appropriate the psychological tool of language through modeling
and text meditation in the context of second language learning. It is hoped
that the understanding of these concepts could lead to more insights in order
to understand the various changes observable in children at early age as they
nudge to achieve their potential in their literacy development. The information
gathered in the paper may be used by parents or teachers in preschool as the
foundation to help children acquire literacy skills at early age.

Keywords


Socio-cultural theory, scaffolding, early literacy, literacy acquistion

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DOI: http://dx.doi.org/10.17510/wjhi.v11i2.164

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