Lev Vygotsky’s

Socio-Cultural Theory
of Cognitive
Development
 Who is 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.
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
 Areas were social interaction can
influence cognitive development…

 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
 What is the Zone of
Proximal Development?

 The zone of proximal development is the area

Levels of Development

of learning that a more knowledgeable other

(MKO) assists the student in developing a
what I can’t do higher level of learning.

 The goal is for the MKO to be less involved as

what I can do the student develops the necessary skills.
with help
 Vygotsky describes it as “the distance between
the actual development level as determined by
what I can do independent problem solving and the level of
potential development as determined through
problem solving under adult guidance or in
collaboration with more capable peers” (Vygotsky,
1978).
 Scaffolding

 Vygotsky defined  Teachers provide scaffolds so

scaffolding instruction as
the “role of teachers and
others in supporting the
learners development
and providing support
structures to get to that  The goal of the educator is for
next stage or level”
(Raymond, 2000).
that the learner can accomplish
certain tasks they would
otherwise not be able to
accomplish on their own (Bransford,
Brown, & Cocking, 2000).
the student to become an
independent learner and
problem solver (Hartman, 2002).
 Reciprocal Teaching

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

change in
your
classroom
to improve 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.