Vygotsky’s Social

Interaction Theory
Presented by:
Mirasol C. Rolluqui
Lev Semonovich Vygotsky
Birthday: Born Nov. 5, 1896
Place: Orche, Russia
Parents: Educated Jews
Father (bank manager)
Mother (trained teacher)
His dream was to become a teacher but
Jews were not allowed to teach during
that time.
Education: Law
University of Moscow
Died: June 1934 @ age 37
Vygotsky, and cohort theorists Piaget,
Bruner and Dewey fall under the
paradigm of constructivism.

CONTRUCTIVISM - proposed method

of knowledge development based on
an individual's active participation in
problem-solving and critical thinking.
OUTLINE OF VYGOTSKY’S THEORIES
• Children construct knowledge
• Learning can lead development
• Development cannot be separated from it’s
social context
• Language plays a central role in mental
development
Vgotsky’s Socio-cultural Theory
Social interaction plays a fundamental
role in the development of cognition.
"Every function in the child's cultural
development appears twice: first, on the
social level, and later, on the individual level;
first, between people (interpsychological) and
then inside the child (intrapsychological).
Vygotskian Theory recognizes the important role
language plays in learning the art of
communication and regulating:
Egocentric Speech - is the transition from the social
activity of children to a more individualized activity
which involve thinking until they are able to
overcome difficulties.
Inner Speech – is egocentric speech that has been
internalized and which develops intellectual
capacities.
 Scaffolding
• Within the zone, the structure that enabled an individual to move
forward in their ability was termed scaffolding.
• Scaffolding is an incremental change in information support that
steps the learner up to the highest level they can achieve with
support. This gain in knowledge would be an example of
intermental learning, whereas, when the individual undertakes the
new skill on their own, they have accomplished intramental
learning.
• When the individual is able to transfer the newly learned skill to a
different context, which may require abstract thought, the learning
has become “decontextualised”. This means the individual does not
have to remain in the physical situation in which they learned the
skill. They are also able to imagine a scenario and use hypothetico-
deductive reasoning to formulate an answer to a question which is
abstract in nature.
Zone of Proximal Development (ZPD)

a level of development
attained when children
engage in social behavior.
Full development of the
ZPD depends upon full
social interaction. The
range of skill that can be
developed with adult
guidance or peer.
“Through others
we become
ourselves. “
Lev S. Vygotsky

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