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Vygotsky Theory

Lev Vygotsky was a Russian psychologist who developed a sociocultural theory of cognitive development that emphasized how social interaction and culture impact cognitive development. He believed that cognitive functions develop from social interactions and are internalized, and that social learning precedes development. Vygotsky introduced the concept of the Zone of Proximal Development and believed that learning should be tailored within this zone with assistance from instructors or capable peers, known as scaffolding. Vygotsky's theory contrasted with Piaget's view that children learn through independent exploration, instead arguing that social learning is internalized to promote cognitive development.

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173 views3 pages

Vygotsky Theory

Lev Vygotsky was a Russian psychologist who developed a sociocultural theory of cognitive development that emphasized how social interaction and culture impact cognitive development. He believed that cognitive functions develop from social interactions and are internalized, and that social learning precedes development. Vygotsky introduced the concept of the Zone of Proximal Development and believed that learning should be tailored within this zone with assistance from instructors or capable peers, known as scaffolding. Vygotsky's theory contrasted with Piaget's view that children learn through independent exploration, instead arguing that social learning is internalized to promote cognitive development.

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3.

VYGOTSKY’S THEORY

Lev Vygotsky is an educational figure who sees how learning takes place from a social
perspective. Children's cognitive and language development does not develop in a social
vacuum. Lev Vygotsky (1896-1934), a Russian psychologist, recognized an important point
about this child's mind more than half a century ago. Vygotsky's theory received increasing
attention as it entered the end of the 20th century.

Piaget's contemporary, Vygotsky wrote in the Soviet Union during the 1920s and 1930s.
However, his work was only published in the Western world in the 1960s. From then on, his
writings became very influential. Vygotsky was an admirer of Piaget. Although he agreed
with Piaget that cognitive development occurs gradually and is characterized by different
thinking styles, Vygotsky did not agree with Piaget's view that children explore their world
alone and form their own images of inner reality.

A. Vygotsky's Theory
Vygotsky's theory is a theory that emphasizes the interaction between "internal" and
"external" of learning and emphasizes the social environment of learning.
Vygotsky agreed with Piaget that a child should not sit behind somehow passively
absorbing knowledge rather than actively gaining knowledge. However, Vygotsky's
theory was fundamentally different from Piaget's. He stated that children's complex
thinking is obtained through social interactions between children and the adults
around them. A child will interact with other peers, parents and teachers and these
interactions will result in learning.

B. There are 2 kinds of vygotsky theory


1. Zone of proximal development
ZPD is the gap between actual development and potential development, between
whether a child can do something without the help of an adult and whether a child
can do something with adult direction or cooperation with peers.

The purpose of ZPD is that ZPD focuses on social interaction which will facilitate
children's development. When students do their work in school by themselves,
their development is likely to be slow. To maximize development, students should
work with more skilled peers who can lead systematically in solving more
complex problems.
2. Scaffolding
Scaffolding is a term used by adults to guide children through their Zone of
proximal development. Scaffolding is giving a child a large amount of help during
the early stages of learning and then reducing that assistance and giving the child
the opportunity to take on increased responsibility as soon as he is able to work on
his own. The assistance provided by the teacher can be in the form of instructions,
warnings, encouragement to describe the problem into other forms that allow
students to be independent.

Vygotsky suggested three categories of student achievement in an effort to solve


problems, namely:
a. students achieve success well
b. students achieve success with help
c. students fail to achieve success

C. Implementation of Vygotsky's theory in learning:


1. Cooperative learning between students is well organized, so that students can
interact with each other and come up with effective problem-solving strategies in
their respective zones of proximal development
2. Vygotsky's approach to learning applies scaffolding, namely giving a large
amount of help to students at the beginning of learning assistance, then the student
takes over the bigger responsibility after he can do it.
3. Understand that there are individual differences in terms of progress in
understanding.

There are six main steps (syntax) in the stages in teaching that use cooperative
learning. Learning begins with the teacher conveying lesson objectives and
motivating students to learn. This phase is followed by the presentation of
information; often with reading material rather than verbally. Furthermore, students
are grouped into learning teams. This stage is followed by teacher guidance when
students work to complete assignments with them. The final phase of cooperative
learning involves presenting the final group work or evaluating what they have
learned and rewarding group and individual efforts.

a. Phase 1: Delivering goals and motivating students


Deliver basic competencies and learning indicators. According to Vigotsky: The
cognitive and language development of children does not develop in an empty
social situation. Vygotsky seeks to understand how children develop through the
learning process, where cognitive functions are not yet mature, but are still in the
process of maturing.

b. Phase 2: Presenting information


Vygotsky emphasized how mental development processes such as memory,
attention, and reasoning involve learning using societal findings such as language,
mathematical systems, and memory tools.

c. Phase 3: Organizing students into study groups


According to Vigotsky Zone of proximal development, it is a gap between actual
development and potential development, which is between whether a child can do
something without adult help and whether a child can do something with adult
direction or cooperation with peers. The purpose of ZPD is that ZPD focuses on
social interaction which will facilitate children's development. When students do
their work in school by themselves, their development is likely to be slow. To
maximize development, students should work with more skilled peers who can
lead systematically in solving more complex problems.

d. Phase 4: Guiding group work and study


Another of Vygotsky's theory is "scaffolding". Scaffolding is a term used by
adults to guide children through their Zone of proximal development.

e. Phase 5: Evaluation
Ask one or two groups to write on the board the answers to the LKS analysis

f. Phase 6: Providing rewards


Reward students or groups whose performance is good.

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