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Child

Lev Vygotsky developed a sociocultural theory of cognitive development that emphasized the important roles of social interaction, culture, and language. In contrast to Piaget's theory which focused more on individual development, Vygotsky stressed that social and cultural factors greatly influence how children learn and develop cognitively. He introduced concepts like the zone of proximal development and scaffolding to describe how social learning through interactions with more knowledgeable others can help children progress further in their learning than they could alone.

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268 views16 pages

Child

Lev Vygotsky developed a sociocultural theory of cognitive development that emphasized the important roles of social interaction, culture, and language. In contrast to Piaget's theory which focused more on individual development, Vygotsky stressed that social and cultural factors greatly influence how children learn and develop cognitively. He introduced concepts like the zone of proximal development and scaffolding to describe how social learning through interactions with more knowledgeable others can help children progress further in their learning than they could alone.

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MODULE 9

VYGOTSKY’S
SOCIO-CULTURAL
THEORY
Lev Vygotsky

(November 17, 1896 -


June 11, 1934 )

Russian psychologist
FACTORS IN COGNITIVE DEVELOPMENT

 SOCIAL INTERACTION

 CULTURAL FACTORS

 LANGUAGE
PIAGET VS VYGOTSKY
SOCIAL INTERACTION

PIAGET VYGOTSKY
-his theory was more -his theory was more
individual social
-focus heavily on -more weight on the
how individuals social interaction
cognitive that contributed to
development the cognitive
development
CULTURAL FACTORS

PIAGET VYGOTSKY
-believed that as the -looked into wide
child develops and range of experience
mature, he goes that a culture would
through universal give to a child.
stages of cognitive
development
LANGUAGE

VYGOTSKY
-learners can use language to know and
understand the world and solve
problems.
-language serves a social function but it
also has an important individual
function. It helps the learner regulate
and reflect on his own thinking.
LANGUAGE

-children learn best trough hands-on


activities than when listening
passively.
-learning by doing is even made more
fruitful when children interact with
knowledgeable adults and peers.
PIAGET VS. VYGOTSKY

- Vygotsky did not break down development


into a series of predetermined stages as
Piaget did.

- Vygotsky stresses the important role that


culture plays, suggesting cultural differences
can have a dramatic effect on development.
Piaget’s theory suggest that development is
largely universal.
PIAGET VS. VYGOTSKY

- Piaget’s theory focuses a great deal of


attention on peer interaction while
Vygotsky’s theory stress the importance of
more knowledge adults and peers

- Vygotsky’s theory heavily stressed the role


that language plays in development,
something that Piaget largely ignored.
ZONE OF PROXIMAL DEVELOPMENT(ZPD)

-The difference between what the child can


accomplish alone and what she can
accomplish with the guidance of others.

-When a child attempts to perform a skill


alone, she may not be immediately proficient
at it. So, alone she may perform at a certain
level of competency.
-However, with the guidance of MORE
KNOWLEDGEABLE OTHER (MKO),
competent adult or a more advanced peer, the
child can perform at a higher level of
competency.
SCAFFOLDING

-the support or assistance that lets the


child accomplish a task that he/she
cannot accomplish independently.
-it is not doing a task for the child
while he watches
-it is not about doing shortcuts.
MKO SCAFFOLDS

FOUR LEVELS:

1. I DO, YOU WATCH


2. I DO, YOU HELP
3. YOU DO, I HELP
4. YOU DO, I WATCH
“ WHAT A CHILD CAN DO
IN COOPERATION TODAY,
TOMORROW SHE/HE
WILL BE ABLE TO DO
ALONE”
- LEV VYGOTSKY
THANKYOU 

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