Introductory view of Vygotskys social development theory Melissa St.

Laurent Boise State University

Overview: The social development theory is the belief that learning cannot neglect social relationships which are pivotal in the advancement of cognitive development. The theory postulates that education is not the private pursuit of an individual but a social activity dependent on relationships (Louis, 2009). Without social interaction, it would be impossible to learn even the most basic language skills, which serve as the foundation for all knowledge (Horton, 2008). The social development theory finds its origin in the more subjective constructivist school of thought. The learners combine new information with their individual experience to create meaning. This includes elements of empiricism as the assessment of the students current capability is a critical component. Also included are concepts of rationalism such as reasoning, a necessity to recall what is known, and to encode new information accordingly. Contributors: Russian developmental psychologist, Lev Vygotsky is credited with the initial proclamation that social relationships are required to promote learning. Vygotskys documentation of learners ability to function beyond their own limitations when paired with others functioning at a higher skill level is the foundation upon which the social development theory is founded. Wood, Bruner, and Ross later introduced the term scaffold (Fisher & Frey, 2010) and determined five critical elements within collaboration resulting in the zones of proximal developments (Talero, 2008). Major Principles: The key tenets of the social development theory include psychological tools, Zone of Proximal Development (ZPD), More Knowledgeable Other (MKO), and Scaffolding, all requiring social interaction. The foundation of the theory of social development is dependent on psychological tools used to examine and interpret ones surroundings. Vygotsky believed methods such as formulae, written or spoken language, maps and symbols would not exist without social interaction (Louis, 2009). As a result, social interaction leads to innovation and a better understanding of ones complex environment. The zone of proximal development, or ZPD, refers to the level just beyond a learners ability to achieve without the assistance of someone operating at a higher skill level (Louis, 2009; Talero, 2008; Vygotsky, 2011). This more knowledgeable other, or MKO, collaborates with the learner inside the learners current ZPD. Beginning with a simple demonstration, the MKO is transformed from instructor to observer, providing feedback to the learner in a structured environment. This feedback in conjunction with the learners active participation in the authentic performance serves as scaffolding to guide the learner to mastery level of that zone of development. As the learner progresses toward mastery, the level of assistance from the MKO decreases. It should be noted that every learners ZPD is different and varies as cognitive development occurs. For this reason, assessment is imperative to ensure engagement (Horton, 2008). If the given activity is either beneath or beyond the learners ZPD, no cognitive development will occur (Louis, 2009). Application: Everyone experiences this phenomenon firsthand at some point, if we generalize the concept to include any task structured interaction with a more advanced collaborator, (Talero, 2008, p. 461). A common example of the social development theory can be seen in traditional math classes. The teacher, serving as the MKO, demonstrates how to solve a problem. Homework serves as the assessment to determine the ZPD of each student. Once the ZPD is established, the MKO can provide scaffolding in the form of further instruction. Once students achieve mastery level a new task is added, thus moving the ZPD.

Introductory view of Vygotskys social development theory Melissa St. Laurent Boise State University References: Fisher, D., & Frey, N. (2010). Guided instruction: How to develop confident and successful learners. Retrieved from http://boisestate.eblib.com.libproxy.boisestate.edu/patron/FullRecord.aspx?p=624059 Horton, S. L. (2008). Lev goes to college: Reflections on implementing Vygotskys ideas in higher education. International Journal of Learning, 15(4), 1317. Louis, G. W. (2009). Using Glassers choice theory to understand Vygotsky. International Journal of Reality Therapy, 28(2), 2023.

Talero, M. L. (2008). The experiential workspace and the limits of empirical investigation. International Journal of Philosophical Studies, 16(3), 453472.