MODULE CHILD ADOLESCENT AND DEVELOPMENT

Chapter 8: Vygotsky’s Socio- Cultural Theory

Objectives:
a.) Differentiate Piaget and Vygotsky’s views on cognitive development.
b.) Explain how scaffolding is useful in teaching a skill.

Lev Semonovich Vygotsky

• “The Mozart of Psychology”

• Lev Semonovich Vygotsky was born in Western
Russia on November 5, 1986.His father, Semi
L’vovich, founded the “Society of Education in
Gomel”, and held a wide range of active interest
including foreign language, history, literature, theater
and arts. His mother was educated as teacher.
• His work began when he was studying learning and
development to improve his own teaching.
• He wrote on language, thought, psychology of art, learning
and development and educating students with special
needs.

Sociocultural theory of development:

• Crucial influence that social interactions and language, embedded within a

cultural context, have on cognitive development.
• Vygotsky emphasized that effective learning happens through participation in
social activities.
• Parents, teachers and other adults in the learner’s environment all contribute to
the process. They explain, model, assist, give directions and provide feedback.
• Peers, on the other hand, cooperate and collaborate and enrich the learning
.experience.

Language

• Language can be viewed as a verbal expression of culture.

• Every culture has the words it needs for its lifestyle.
• It opens the door for learners to acquire knowledge that others already have.
• It is use to know and understand the world and solve problems.
• It serves a social function but it also has an important individual function. It helps
the learner to regulate and reflect on his own thinking.

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Zone of Proximal Development

Zone of Actual Development

Which the child may perform certain level of

competency she/ he may not immediately be at it.

Zone of Proximal Development

The difference between what the child
accomplish alone and what he/she can accomplish with
guidance of another.

The zone of proximal development refers to the difference between what a learner can
do without help and what he or she can achieve with guidance and encouragement from
a skilled partner.
Thus, the term “proximal” refers to those skills that the learner is “close” to mastering.

The concept, zone of proximal development was developed by Soviet psychologist and
social constructivist Lev Vygotsky (1896 – 1934).
The zone of proximal development (ZPD) has been defined as:
"the distance between the actual developmental level as determined by independent
problem solving and the level of potential development as determined through problem-
solving under adult guidance, or in collaboration with more capable peers"

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Vygotsky believed that when a student is in the zone of proximal development for a
particular task, providing the appropriate assistance will give the student enough of a
"boost" to achieve the task.
To assist a person to move through the zone of proximal development, educators are
encouraged to focus on three important components which aid the learning process:
 The presence of someone with knowledge and skills beyond that of the learner (a
more knowledgeable other).

 Social interactions with a skillful tutor that allow the learner to observe and
practice their skills.

 Scaffolding, or supportive activities provided by the educator, or more competent

peer, to support the student as he or she is led through the ZPD.

More Knowledgeable Other

The more knowledgeable other (MKO) is somewhat
self-explanatory; it refers to someone who has a better
understanding or a higher ability level than the learner,
with respect to a particular task, process, or concept.
Although the implication is that the MKO is a teacher
or an older adult, this is not necessarily the case.
Many times, a child's peers or an adult's children may
be the individuals with more knowledge or experience.

Social Interaction
According to Vygotsky (1978), much important learning by the child occurs through
social interaction with a skillful tutor. The tutor may model behaviors and/or provide
verbal instructions for the child. Vygotsky refers to this as cooperative or collaborative
dialogue.
The child seeks to understand the actions or instructions provided by the tutor (often the
parent or teacher) then internalize the information, using it to guide or regulate their own
performance.

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Scaffolding

Refers to the support or assistance that lets the child

accomplish a task he/she cannot accomplish
independently.
It is not about doing the task for the child while
he/she watches.
It is not about doing short cuts for the child
It should involve the judicious assistance given by
the adult or peer so that the child can move from the zone
of actual to the zone of proximal development.

To know more about the Socio Cultural Theory please click the link below:
https://www.youtube.com/watch?v=-p_-0n2f35o
https://www.youtube.com/watch?v=UWmdne1sJXw

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