Vygotsky’s Socio-Cultural Theory

Language

Language is the most important aspect of Vygotsky’s socio-cultural development as it is present within all
components of his theory. Vygotsky believed that cognitive development using dialogue is apparent in all
stages of learning, following this pattern, learning through the imitation of language, then direct
instruction and collaborative learning. Social speech is used as an external communication to exchange
knowledge, ask questions, direct and teach. Private speech refers to the communication with oneself. This
type of speech occurs when children are in a situation that urges them to think of their social behaviours
(Woolfolk & Margetts 2016). It’s been suggested that private speech increases children’s focus and task
performance (Berk 2013) as they are instructing themselves on the procedure, they must undertake to
complete the task. Eventually, private speech is internalised into inner speech; guiding words and actions
are thought, rather than said aloud (Woolfolk & Margetts 2016, p.96). Inner speech is also used to
interpret meanings from receiving language and constructing the follow up social speech.

Private speech is encouraged in educational environments as the self-talk instructions assists students with
their problem solving. Therefore, as the teacher I will allow a certain noise level to be obtained in the
classroom as it indicates that the students are using private speech to guide themselves to adequately
complete the task. However, as the noise level increases judgements will need to be made to whether
students are talking due to a lack of understanding and consequently lost focus.

The zone of proximal development

The Zone of Proximal Development (ZPD) is the area in which the learner transitions from having no
knowledge of the topic to obtaining a new understanding. Vygotsky (1978, p.86) explains that the zone
encompasses a learner progressively building their skills and understanding through different levels of
assisted collaborative learning. The learning begins with heavy assistance from an individual with more
knowledge, to independent problem solving from the learner. Through scaffolding implementations such
as role modelling, instructions and feedback, the more capable individual transfers their knowledge to the
learner to complete the task (Khaliliaqdam 2014). Scaffolding leads to the mutual engagement of
intersubjectivity, which is ‘a process whereby two participants who begin a task with different
understandings arrive at a shared understanding’ (Berk 2013, p. 268).

ZPD in an educational context is evident when the teacher is introducing a new topic to their class. The
students start with minimal or no knowledge of the topic, however, through instructions via the teacher
and collaborative learning activities relating to the subject (scaffolding), they conclude with a new level of
understanding. During the scaffolding processes, teacher support is dependent on the students’ current
knowledge. As the students’ skills and their confidence increases, the role of teacher support will decrease
so that the student can independently use their problem-solving techniques to complete the task
(Khaliliaqdam 2014). This example of ZPD will be a teaching technique that I will take into the classroom as
it helps the students effectively learn and be successful in their education.

ZPD is evident within all learning and has great significance in an educational setting. The transition from
high teacher support to students independently working encourages collaborative learning to acquire
superior knowledge. Thus, the strength to ZPD is that it assists students in becoming independent learners.
Although assistance is available by the more knowledgeable role models (teacher), students must use their
skills of problem solving to get out of the zone; ultimately building their cognitive development.

The roles of private speech and ZPD are interconnected throughout one’s cognitive development. For
instance, a teacher will first assist their students through social speech and verbal prompts. Once the
scaffolding is at the stage where the teacher’s support has been reduced and the student’s independent
learning has taken over, the student will use private speech to guide themselves to the completion of the
task at hand.

Socially mediated learning

Socially mediated learning refers to way children incorporate role models’ (parents, teachers etc.)
behaviours and values to interpret their own world. This learning occurs through the interactions between
children and the adults within their society. Like the format of instructions to an apprentice, social
mediation learning occurs through retaining what they observed and replicating that action (Saloman &
Perkins 1998). This is particularly evident through socio-dramatic play, an activity where children can
practice socio-cultural roles and behaviours (Koray, Bahar & Snapir). Vygotsky believed that socially
mediated learning and socio-dramatic play was important for children’s cognitive development as it
involves different language interactions and provides the opportunity for children to act out the
behaviours they’ve observed.

Within my classroom, hands on activities will be incorporated into the students’ learning when
appropriate. Although socio-dramatic play is more appropriate for younger children, primary and middle
school classrooms can incorporate the play in to drama and re-enacting the lessons content. For example,
If I was teaching my class about the Australian laws and government, I could turn the classroom into a
court room and assign students different roles to re-enact a debate to pass a law.

Strengths and limitations to Vygotsky’s socio-cultural theory

A major strength the Vygotsky’s theory is that it acknowledges the significant influence social and cultural
factors have on a child’s cognitive development. Furthermore, his research recognises many cultures, not
just western societies which is a common limitation within most socio-cultural research. Social and cultural
factors are constantly present within a child’s life; thus, it is appropriate to assume that they do influence
the way a child sees the world and the behaviours they desire.

Vygotsky’s theory of learning has been critiqued to whether its accurate in assessing children’s cognitive
development. These limitations include the emphasis the theory has on learning from more
knowledgeable members of society. Suggesting that children learn from the teaching of others implies that
initial independent learning ceases to exist. Nor does the theory recognise biological factors contributing to
a child’s cognition and ability to learn. Development into the theory may have seen these limitations
considered, however Vygotsky’s early death resulted in the theory to stay under-developed.

In conclusion, Vygotsky’s sociocultural theory presents how children absorb information and reflect it into
their learning and behaviour. Their identity is shaped by social and cultural matters, so it’s necessary for
them to acquire those desired ways of thinking and behaving. Ultimately children’s cognitive level develops
through these external factors and learning from more knowledgeable individuals.
Reference List

Berk, L 2013, Child development, 9th edn, Pearson. Boston.

Green, M & Piel, JA 2016, Theories of human development: a comparative approach, 2nd edn,
Routledge, Oxon.

Khaliliaqdam, S 2014, ZPD Scaffolding and Basic Speech Development in EFL Context, Elsevier,
Urmia University.

Koray, O, Bahar, E & Snapir, E 2002, ‘Sociodramatic play as opportunity for

literacy development: The teacher’s role’, The Reading Teacher, vol. 56, no. 4, pp. 386-393.

Salomon, G & Perkins, D 1998, Individual and Social Aspects of Learning, SAGE Publications,
California

Vygotsky, L 1978, Mind in society: the development of higher mental processes, Harvard
University Press, Cambridge, MA.

Woolfolk, A & Margetts, K 2016 Educational psychology, 4th edn, Pearson, Frenchs Forest.