Lev Vygotsky’s Socio-

cultural Theory
Presented by Group 3:
GAMITIN
ESMILLER
MERCADO
Lev Vgotsky
* Born in Russia in 1896
* His work began when he was studying
learning and development to improve his
own teaching.
2 Factors
1. Social Interaction
2. Culture
Social Interaction

Effective learning happens

through participation in social
activities.
Example: Parents, Teachers,
and Peers
Culture
• Vgotsky assume cognitive
development VARIES across cultures
• He looked into the wide range of
experiences that a culture would give to
a child.
Zone of Proximal Development
- refersto 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
ZDP= Potential Level - Actual
Level
Potential Level - level that the learner achieves with
the ASSISTANCE of the teacher or a more advanced
peer

Actual Level - level that the learner achieves ALONE

More Knowledge Other (MKO)
Competent adult or a more
advanced peer
Scaffolding
The support or assistance that lets the child
accomplish a task he cannot accomplish
independently.

It is a judicious assistance given by the adult or peer

so that the child can move from the zone of ACTUAL
development to the ZPD.
When the MKO scaffolds, the process
moves in FOUR (4) LEVELS:

1. I do, you watch.

2. I do, you help.
3. You do, I help.
4. You do, I watch.
Learning will depend on:

1. Skill of the MKO

2. Learners’ readiness
3. Difficulty of the skill being
learned
Language
- It helps the learner regulates and reflect
on his own thinking.

- Private speech - a form of self-talk that

guides the child's thinking action.
Piaget Vgotsky
• More individual in • More social in focus
focus • Did not proposed
• Believed that there are stages but emphasis on
universal stages of cultural factors in
cognitive development cognitive development
• Did not give much • Stressed the role of
emphasis on LANGUAGE Language in cognitive
development
THAT'S ALL, THANK YOU
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