SOCIO-CULTURAL

THEORY
OF COGNITIVE
DEVELOPMENT
• Hello everyone I’m Ricca Ramirez,
and now I will talk about the 3 stages
of SPEECH DEVELOPMENT that were
identified by Vygotsky.
• These are the social or external
speech, the egocentric speech and
the inner speech.
• Now lets talk about the social or
external speech
• In this stage which is 0-3 years old, a child makes
use of speech to manipulate the conduct of others.
In this stage, thinking is not related to speech at all.
Instead, thinking is primarily in the form of images.
emotions, and impressions.
• Speech only occurs on the external or social level to
express a desire or to convey simple emotions such
as shouting or crying.
• An example of speech in this stage is "I want milk.“
• so, at this stage, speech is merely a tool to make
things happen in the external world.
• now, lets move on to the next. The egocentric
speech.
• This stage is typically the type of speech found
in a three to seven years old. 
• In this stage, children often talk tothemselves,
regardless of someone listening to them. They
things out loud in anattempt to guide their
own behavior. They may speak about what
they are doingas they do it. They reason that
language must be spoken if it is to directtheir
behavior.
• For instance, as Paul plays with his toy car and
it does not run, he tells himself "Sira na" or
"It's destroyed." Called egocentric speech, it is
used to guide behavior and help to solve
problems. It is an important part of the
transition to inner speech and more
sophisticated thinking.
• Now lets talk about the last stages of the
speech development by vygotsky, the inner
speech.
• In this this final stage of speech development.
It is inner, soundless speech. This is the type
of speech used by older children and adults.
This type of speech allows us to direct our
thinking and behavior. Once one has reached
this final stage they are able to engage in all
forms of higher mental functions. It eventually
leads to higher levels and more complex types
of thinking.
• All right! That’s the three stages of speech
development.
• So again. What is the three stages of speech
development according to vygotsky?
• The social or external speech, the egocentric
speech and the inner speech.
• So now, for us to be more cleared in our topic.
• Lets now proceed to the Zone of Proximal
Development.
• On Vygotsky concept of ZONE OF PROXIMAL
DEVELOPMENT.
• As is well known Vygotsky is more recognized
for his concept (zpd) in the context of the
cognitive development in children.
• The zone of potential development
sometimes refers to ranged of abilities an
individual can perform with the guidance of
an expert, but cannot yet perform on their
own.
• According to vygotsky, the children who are in
the zone of proximal development , for a
particular task can almost perform the task
independently, but not quite there yet.
• With a little help from a certain people they
will be able to perform the task successfully.
• It must e noted that in vygotsky there are
three distinct categories where a learner may
fall in terms of their skill set.
• In other words for vygotsky, there are
different three stages in zone of proximal dev.
• First. The first is “task a learner cannot
accomplish with assistance.”
• This means that that those task that are
outside the learners zone of potential
development are those that cannot be
completed even with the help of an expert.
• Here it must be noted that if the task is not
within the learners zone of potential
development, then the expert may opt to
decrease the level of difficulty and find task
that are more appropriate given the learners
skill level.
• Second is, “task a learner can accomplish with
assistance.”
• When a learner is close to mastering a skill set
required to complete a task, but still needs
the guidance of an expert to do so, they are
considered to be in their zone of proximal
development.
• In this situation, according to vygotsky, an
expert may use various techniques to help the
learner better understand the concept and
skill required to perform a task on their own.
• Third is “task a leaner can accomplish without
assistance.”
• In this phase according to vygotsky, the learner is
ale to complete task independently and has
mastered the skill set required to do so.
• Hence, the learner does not need the help of an
expert.
• When a learner has reached this staged,
vygotsky argues that the expert ay increase the
task difficulty level in order to find the learner’s
next zone of proximal development and
encourage further learning.
• As we can see there are some factors that are
essential in helping a child in the zone of
proximal development, such us the presence
of someone who has better skill in the task
that the child is trying to learn.
• This someone is known as “more
knowledgeable other”
• Here the child can receive instructions from
that “more knowledgeable manner” during
the learning process.
• For vygotsky, the “more knowledgeable
manner” can offer temporary support, or
scaffolding, to the child during the learning
process.
• For instance, a six years old child knows how
to ride a bicycle, but cannot ride a bicycle
unless his father hold onto the back of her
bike.
• According to vygotsky, this child is in the zone
of proximal development for riding a bicycle.
• But with his father’s help, the child learns to
balance his bike.
• After some practicing, the child can eventually
ride the bike on his own.
• And according to vygotsky, as children are
given instructions or shown how to perform
certain task, they organized the new
information received in their existing mental
schemas.
• They use this information as guides on how to
perform these task and eventually learn to
perform them independently.
• On vygotsky’s concept of “more knowledgeable
other”
• Vygotsky’s sociocultural theory emphasizes that
children learn through social interaction that iclude
collaborative and cooperative dialogue with
someone who is more skilled in the task they are
trying to learn.
• Vygotsky called these people with higher skill level
“the more knowledgeable other”
• According to vygotsky, the “more knowledeagble
other could be teachers, parents, tutors or even
peers.
• The “more knowledgeable other”, therefore, is very
important in vygotsky’s sociocultural theory of
cognitive development.