Lev Vygotsky’s Social Development

Theory

Lev Vygotsky

● Lev Vygotsky was born in Russia in 1896.

● He died at the young age of 37 from tuberculosis.
● Due to his early death, most of his theories were left undeveloped.
● His work in the last 10 years of his life has become the foundation of much research and theory
in cognitive development.
● Ethics represents the moral code that guides a person’s choices & behavior throughout their
life.
Overview of Social Development Theory
• Social Interaction Influences Cognitive Development
• Biological and Cultural Development do not occur in Isolation
• Language plays a major role in Cognitive Development
� Social Development Theory
● The major theme of Vygotsky’s theoretical framework is that social interaction plays a
fundamental role in the development of cognition.
● SOCIAL INTERACTION
● Affects the learning process in an individual.
● Creates consciousness and awareness upon the individual.
● He believed that the social interactions that children engaged in helped them to both
discover and create meaning from things that they discover
� Areas were social interaction can influence cognitive development…
● More Knowledge Other (MKO)
● Engagement between the teacher and student
● Physical space and arrangement in learning environment
● Meaningful instruction in small or whole groups
● Scaffolding/Reciprocal teaching strategies
● Zone of Proximal Development (ZPD)

� More Knowledge Other (MKO)

The MKO is any person who has a higher level of ability or understanding than the learner in certain
topic. Ex. Parents, Teachers, Coaches, Peers, Electric Devices, and/or Videos.

Normally, when we think of an MKO we refer to an older adult, a teacher, or an expert. The traditional
MKO is an older person; however, MKOs could also refer to our friends, younger people and even electronic
devices like computers or cell phones. For instance, you learn how to skate because your daughter taught you
this skill.

� What is the Zone of Proximal Development?

• The zone of proximal development is the area of learning that a more knowledgeable other (MKO)
assists the student in developing a higher level of learning.
• The goal is for the MKO to be less involved as the student develops the necessary skills.
• Vygotsky describes it as “the distance between the actual development level as determined by
independent problem solving and the level of potential development as determined through problem

Levels of Development
solving under adult guidance or in collaboration with more capable peers” (Vygotsky, 1978).

what I can’t do

what I can do with

help

what I can do

� Scaffolding
“WHAT CHILDREN CAN DO IN COOPERATION TODAY, HE CAN DO IT ALONE TOMORROW.”
• Vygotsky defined scaffolding instruction as the “role of teachers and others in supporting the learners
development and providing support structures to get to that next stage or level” (Raymond, 2000).
• Teachers provide scaffolds so that the learner can accomplish certain tasks they would otherwise not be
able to accomplish on their own (Bransford, Brown, & Cocking, 2000).
• The goal of the educator is for the student to become an independent learner and problem solver
(Hartman, 2002).

� Reciprocal Teaching
 • Reciprocal Teaching is used to improve a students ability to learn from text through the practice of four
skills: summarizing, clarifying, questioning, and predicting.

summariz
ing

predicti Reciprocal clarifyin

Teaching
ng g

questioni
ng
� Biological & Cultural Development
•
Vygotsky (1978) states: “Every function in the child’s cultural development appears twice: first, on the
social level, and later on the individual level; first, between people and then inside the child. This applies
equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher
functions originate as actual relationships between individuals.”
• Simplified: community plays a central role in the process of “making meaning” (McLeod, 2007).
� Language
• Language plays a central role in mental development
• Language is the main means by which adults transmit information to children
• Language itself becomes a very powerful tool of intellectual adaptation
� How can we practically apply Vygotsky’s theories to our everyday classrooms?
• Physical Arrangement
in the Classroom
• Arrange student desks in clusters.
• Arrange other work spaces for peer instruction, collaboration, and small group instruction.

� Scaffolding Strategies

Motivate the Break the task Provide some

child’s interest in down into direction to keep
the task. manageable steps. the child focused.

Reduce factors Model and define

that cause the expectations
frustration. of the activity.
� Reciprocal Strategies
 • Use props to illustrate each of the four skills to be practiced: summarizing, clarifying, questioning, and
predicting.
• Have students buddy read and practicing using the reciprocal strategies.
• Lesson Content
• Create lessons that engage student interest and give them a basis for language when socially interacting.
• Use technology and hands on activities to further engage them in learning.
� Discussion Question

What
can you

change in
your to improve
classroom your students
social
development
skills and
move them to
a higher level
of learning?

REFERENCES
● Bransford, J., Brown, A., & Cocking, R. (2000). How People Learn: Brain, Mind, and Experience & School.
Washington, DC: National Academy Press.
● Hartman, H. (2002). Scaffolding & Cooperative Learning. Human Learning and Instruction (pp. 23-69).
New York: City College of City University of New York.
● McLeod, S. (2007). Simply Psychology; Retrieved February 28, 2012, from
http://www.simplepsychology.org/vygotsky.html
● Raymond, E. (2000). Cognitive Characteristics. Learners with Mild Disabilities (pp. 169-201). Needham
Heights, MA: Allyn & Bacon, A Pearson Education Company.
● Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press.