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Vygotsky'S Socio-Cultural Theory

Lev Vygotsky developed the socio-cultural theory of cognitive development which emphasizes the important role of social interaction and culture. He believed that social learning precedes development, and that through interaction with more knowledgeable members of society, children can develop skills they are not yet capable of on their own. Vygotsky introduced concepts like the Zone of Proximal Development and scaffolding to describe how learning happens through social interaction and guidance from others.

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ANNE THERESE GRAVINO
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321 views19 pages

Vygotsky'S Socio-Cultural Theory

Lev Vygotsky developed the socio-cultural theory of cognitive development which emphasizes the important role of social interaction and culture. He believed that social learning precedes development, and that through interaction with more knowledgeable members of society, children can develop skills they are not yet capable of on their own. Vygotsky introduced concepts like the Zone of Proximal Development and scaffolding to describe how learning happens through social interaction and guidance from others.

Uploaded by

ANNE THERESE GRAVINO
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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VYGOTSKY’S SOCIO-CULTURAL

THEORY
“What a child can do in cooperation today,
tomorrow she/he will be able to do alone” – Lev
Vygotsky
Vygotsky’s Theory

Introduction:

 Social Interaction and Language – two central


factors in cognitive development

 Social and Cultural Context

 Scaffolding – Vygotsky’s term for the appropriate


assistance given by the teacher to assist the
learner accomplish a task.
 born November 17, 1896, in Orsha, a city
in the western region of the Russian
Empire.

 he was educated under a teacher who used


the Socratic method

 Known for Cultural-historical Psychology,


Lev Vygotsky Zone of Proximal Development, Inner
Speech

 SOCIO-CULTURAL THEORY OF
DEVELOPMENT
Factors in Cognitive Development
(Lev Vygotsky)

 Social Interaction

 Cultural Factors

 Language
SOCIAL INTERACTION

 Social environment/community takes on a major role in one’s


development.

 effective learning happens through participation in social


activities, making the social context of learning crucial.

 Parents, teachers and other adults – they explain, model,


assist give directions and provide feedback to the learner.

 Peers – cooperate, collaborate and enrich the learning


experience.
CULTURAL FACTORS

• looked into the wide range of experience that a culture would


give to a child.

• One culture’s view about education, how children are trained


early in life, all can contribute to the cognitive development of
the child.
LANGUAGE

 Opens the door for learners to acquire knowledge that


others already have
 Serves a social function but it also has an important
individual function
 Children talk to themselves
 “talking-to-oneself” - indication of the thinking that goes
on in the mind of the child
 Private Speech – a form of self-talkthat guides the child’s
thinking and action
o Vygotsky believed in the essential role of
activities in learning.

o Hands-on activities than when listening


passively

o Learning by doing is even made more


fruitful when children interact with
knowledgeable adults and peers
Zone of Actual Development

A child attempts to perform a skill alone, she


may not be immediately proficient at it.

Alone she may perform at a certain level of


competency

More Knowledgeable Other

someone who is more skilled in tasks they’re


trying to learn
teachers, parents, tutors and even peers
Zone of Proximal Development
ZPD

The difference between what the child can accomplish alone


and what the she can accomplish with the guidance of
another

Learning Opportunity – where a knowledgeable other can


assist the child’s development
SCAFFOLDING

 The support or assistance that lets the child


accomplish a task he cannot accomplish
independently

 Should involve the judicious assistance given by the


adult or peer so that the child can move from the
Zone of Actual to the Zone of Proximal Development

 The gap is bridged between the learner’s current skill


levels and the desired skill level
Types of the Scaffolding

1. Procedural Scaffolding

helps learner use appropriate tools and resources effectively.


Besides, it is also supports learning on how to navigate the course
environment and engage in learning activities
2. Conceptual Scaffolding

helps learner decide what to consider in learning and


guide them to key concepts. Conceptual scaffolding guides
the learner regarding what to consider during learning. One
of the strategy is by using knowledge maps to scaffold
learning
4. Strategic Scaffolding

helps learner find alternative strategies and


methods to solve complex problems. Besides, strategic
scaffolding also requires an understanding of the
individual learning preferences of learners and level of
prior knowledge.
5. Metacognitive Scaffolding

supports learner in developing thinking and manage their


learning. This scaffolding prompts students to think about what
they are learning throughout the process and assists students
reflecting on what they have learnt (self-assessment)
Planning scaffolds:
Establishment of learning goals
Plan to achieve goals
Development of strategies for effective learning and
management

Monitoring scaffolds:
Tracking learner progress
Monitoring potential outcomes

Evaluation Scaffolds:
Based on results of planning and monitoring methods
Allows learner opportunity to determine effective or non‐
effective processes
Results may require revising or modifying learning strategies
SCAFFOLD AND FADE-AWAY TECHNIQUE

As learners become more proficient, able to


complete tasks on their own that they could not
initially do without assistance
When the MKO scaffolds, the process moves in four
levels:
1. I do, you watch
2. I do, you help
3. You do, I help
4. You do, I watch
PIAGET VYGOTSKY

More individual in focus More social in focus


Believed that there are Did not propose stages
universal stages of but emphasized on
cognitive development cultural factors in
cognitive development

Did not give much Stressed the role of


emphasis on language language in cognitive
development
“Knowledge is the product of the interaction
between an individual and the environment,
understanding such as something social and
cultural, not just physical”

“The teacher should play the role of


facilitator, not of a provider of content”

“Teaching is Mentoring and Mentoring is


Helping”

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