Vygotsky’s Sociocultural Theory of

Cognitive Development
Lev Vygotsky (1896-1934) was a
Russian psychologist who argued that
culture has a major impact on a
child’s cognitive development.

. He believed that the social

interactions with adults and more
learned peers can facilitate a child’s
potential for learning.
• Zone of Proximal Development and Scaffolding:
• Zone of Proximal Development (ZPD). Vygotsky stated
that children should be taught in the ZPD, which occurs
when they can almost perform a task, but not quite on
their own without assistance.
• With the right kind of teaching, however, they can
accomplish it successfully.
• A good teacher identifies a child’s ZPD and helps the
child stretch beyond it.
• Then the adult (teacher) gradually withdraws support
until the child can then perform the task unaided.
• . Scaffolding is the temporary support that parents or
teachers give a child to do a task.
 Erik Erikson's Theory of (pSYTCHOSOCIAL

Stage I: 0 - 2 years. Trust vs Mistrust

Trust comes from the consistent meeting of
needs. An infant who can trust the mother
or father to meet her needs, will take from
this stage a basic sense of trust in the world
(to meet her needs). A sense of trust helps
the acceptance of limits and boundaries.
• Stage II: 2 - 4 years. Autonomy vs Shame
• A child of this age is beginning to explore the
world at will. This is the age commonly known as
the 'terrible twos'. The very young child learns by
feeling with all the senses, and an expression of
autonomy in this process seems very relevant to
the child's growth. If this autonomy is thwarted,
three consequences may ensue:
• A sense of shame develops.
• It prevents a healthy acceptance of limits.
• The child feels devastated by small crises.
• Stage III: 4 - 6 years. Initiative vs Guilt
• The child in this stage is beginning to make
decisions, and carry them out, primarily through
play activities.. Such initiative must be encouraged.
• Some features of a kindergarten programme
suggest themselves from these perceptions.
• The child must be allowed room for the expression of
imagination, such as playing with various natural, simple
materials, and role-playing.
• Ready-made toys often inhibit this expression, as there is
very little that can be done imaginatively with most of them.
For example, a matchbox can become a car or an aircraft, but
a ready-made car cannot become anything other than what it
is. It can only be manipulated.
• Stories and songs that stimulate the imagination can be
introduced.
• Real-life activities like serving food, chopping
vegetables or making chappatis, prepare children
for participation in the community around them.
• Children of this age are capable of contributing
productively to the environment in which they
live.
• Child-directed activities where the child chooses
her activity and repeats it as often as she wants
must be encouraged. This again is an opportunity
for the child to show initiative and take
responsibility.
• Stage IV: 6 - 12 years. Industry vs Inferiority
• These are the years when a child can begin to
work hard academically and gain competence
in various areas of activity.
• This is also a time when the child is praised for
the 'doing', for achievement.
• At the same time, it is vitally important to help
the child feel that he can pursue a task and do
it well.
• Stage V: 12 - 19 years. Identity vs Role
Confusion
• The questions arising at this stage are, 'Who
am I?', 'What are my values?', 'What is my
identity?' Identity is defined as the ability to
exercise choice. This is the last stage relevant
to school education.