Evidence to Support Vygotsky Theory

There are different evidence that during child development there is a direct interaction between their thoughts and language. Indeed, the environment that children grow shapes children thoughts and this influences their reasoning (Zlatev and Blomberg 2). However, before children are able talk, they have to look at their environment and try connecting what adults and their guardians are doing. Further, there is continuous process where people communicate to their kids though they cannot understand the language. However, they are able to integrate the talks in their minds and with time try to match them with possible meaning. Indeed, at early age, children interaction with people and environment shape their thoughts and influence their language (Zlatev and Blomberg 3). At early stages, the child tries to make some sound as an indication of communicating smote information to their parents. Actually, some of their thoughts shape the language and they feel it necessary to talk their parents. 

Indeed, both language and thoughts develop together and that is why children still talks but it is hard to understand what they say. However, in an effort to boost understanding of their guardians, the children use their eyes and hands to points to things they want as they make some noise (Zlatev and Blomberg 6). The situation originates from thoughts, which they translate to a language directed to their parents. However, the situation gradually changes and as their age progress where they are able to mention some basic words such as mum and dad. The improvement shows there is a significant connection between their thoughts and language and it changes with age.  Vygotsky theory is therefore correct in relating thoughts and language development with child growth and development. 

The Implications of Vygotsky Theory in Education/Teaching

The implication of connectivity between language and thoughts in education shows a need for educators to understand how to use language to influence learning for children. Indeed, at early age when children join school, the teacher needs to give them different assignment in plays to understand their language needs. Through the games, the teacher can support the children by first offering direct demonstration to the kids (Pearson Education 1). The step makes it possible for children to follow what their teacher says and through their thoughts can replicate it in a different assignment. The educator then needs to offer specific instruction to children to carry out an assignment. Due to the lessons learned during the direct demonstration session, the kids are able to use their thoughts to handle an assignment. However, at this stage the teacher requires to be specific and ensure that he gives simple instructions at every step. The approach is especially relevant when working on building a simple model. During the activity, the teacher should then offer general encouragement to the kids to make them motivated to complete their assignment. 

The close engagement of kids makes them develop in their thoughts and languages, as they comprehend the instructions from their teachers (Pearson Education 1). Later, as the children learn to do various activities, the teacher needs to give them at asks as a group. During such sessions, the children are able to use language to communicate with each other and their thoughts to complete a task as a team. Therefore, it is the role of teachers to enhance the thoughts and language of their learners in order to achieve effective learning. 

Works Cited

Pearson Education. Classroom Applications of Vygotsky’s Theory. 2010. Web. Available at: http://wps.ablongman.com/ab_slavin_edpsych_8/38/9951/2547689.cw/content/ (accessed January 25, 2019). 

Zlatev, Jordan and Blomberg, Johan. Language may indeed influence thought. Frontiers in Psychology. 6(2015)1, 1-10. Print.