consciousness and control. When the

consciousness and control. When the child achieves that conscious control over
a new function or conceptual system, it is then that he or she is able to use it as a
tool. Up to this point, the caretaker in effect performs the critical function of scaffolding the learning task to make it possible for the child to internalize external knowledge and convert it into a tool of conscious control (Bruner 1985). It is the interaction within the environment which enables the child to reach higher or more abstract ground from which to reflect, ground upon which the child is able to be more conscious; this is what Vygotsky calls the zone of proximal development. In Vygotsky's words this is 'the distance between the
actual development level as determined by independent problem solving and
the level of potential development as determined through problem solving
under adult guidance or in collaboration with more capable peers' (1978:86). In
another place he says: 'Human learning presupposes a specific social nature and
a process by which children grow into the intellectual life of those around them'(ibid.: 88). Thus the acquisition of a language by a child provides the paradigm
pattern for Vygotsky when discussing language or any other systematic entry
into the 'world'. Acquisition of a language is mastered first in collaboration with
an adult or a more competent peer solely with the object of communicating.
Once mastered sufficiently it can then become internalized and serve under
conscious control as a means of carrying out inner speech dialogues (or self-regulation). It was also Vygotsky's belief that the patterns of access to a first language or a second language were basically the same as the passing on of knowledge and that the fundamental vehicle of education is social transaction.

Hasil (Bahasa Indonesia) 1:

consciousness and control. When the child achieves that conscious control overa new function or conceptual system, it is then that he or she is able to use it as atool. Up to this point, the caretaker in effect performs the critical function of scaffolding the learning task to make it possible for the child to internalize external knowledge and convert it into a tool of conscious control (Bruner 1985). It is the interaction within the environment which enables the child to reach higher or more abstract ground from which to reflect, ground upon which the child is able to be more conscious; this is what Vygotsky calls the zone of proximal development. In Vygotsky's words this is 'the distance between theactual development level as determined by independent problem solving andthe level of potential development as determined through problem solvingunder adult guidance or in collaboration with more capable peers' (1978:86). Inanother place he says: 'Human learning presupposes a specific social nature anda process by which children grow into the intellectual life of those around them'(ibid.: 88). Thus the acquisition of a language by a child provides the paradigmpattern for Vygotsky when discussing language or any other systematic entryinto the 'world'. Acquisition of a language is mastered first in collaboration withan adult or a more competent peer solely with the object of communicating.Setelah menguasai cukup itu kemudian menjadi diinternalisasi dan melayani di bawahkontrol secara sadar sebagai sarana untuk melaksanakan dialog dalam pidato (atau pengaturan diri). Itu juga Vygotsky's keyakinan bahwa pola akses ke bahasa pertama atau bahasa kedua yang pada dasarnya sama dengan berlalunya pada pengetahuan dan bahwa kendaraan dasar pendidikan sosial transaksi.