Vygotsky Report

Vygotsky’s Theory
 Vygotsky’s theory is called “ Socio-

cultural” theory.
 Socio-cultural
- related to social and cultural
factors.
- means common traditions,
habits,
patterns and beliefs present
in a
population group.
Vygotsky’s theory stress that social
interaction plays a very important role in
cognitive development. He believed
that individual development could not
be understood without looking into the
social and cultural context within which
development happens.
Vygotsky's theory:
 places more emphasis on culture affecting
cognitive development.
 places considerably more emphasis on social

factors contributing to cognitive development.
 places more (and different) emphasis on the

role of language in cognitive development.
 Adults are important source of cognitive

development.
I. Social Influences on Cognitive Development
Vygotsky believes that young children are curious
and actively involved in their own learning and the
discovery and development of new
understandings/schema. However, Vygotsky
placed more emphasis on social contributions to
the process of development.
According to Vygotsky , much important learning

by the child occurs through social interaction with
a skillful tutor. The tutor may model behaviors
and/or provide verbal instructions for the child.
II. Culture Factors
Vygotsky, looked into the wide

range of experiences that a
culture would give to a child. For
instance, one culture view about
education, how children are
trained early in life all can
contribute to the cognitive
development of the child.
III. Language
It opens the door for learners to

acquire knowledge that others
already have. Learners can use
language to know and understand
the world and solve problems. It
also serves a social function but it
also has an important individual
function. It helps the learner
regulate and reflect on his own
thinking.
Vygotsky (1987) differentiates between three
forms of language:
 social speech which is external communication

used to talk to others (typical from the age of
two)
 private speech (typical from the age of three)

which is directed to the self and serves an
intellectual function.
 private speech goes underground, diminishing

in audibility as it takes on a self-regulating
function and is transformed into silent inner
speech (typical from the age of seven).
Zone of Proximal Development
The difference between what the child

can accomplish alone and what she can
accomplish with the guidance of another is
what Vygotsky referred to as ZONE OF
PROXIMAL DEVELOPMENT.
The concept of the More
Knowledgeable Other is integrally
related to the second important
principle of Vygotsky's work, the Zone
of Proximal Development.
Scaffolding
 the support or assistance that lets

the child accomplish a task he
cannot accomplish independently.
 It is not about doing shortcuts for

the child.
 It should involve the judicious

assistance given by the adult or
peer so that the child can move
from the zone of actual to the
MKO - refers to someone who has a
better understanding or a higher
ability level than the learner, with
respect to a particular task, process,
or concept.
being that guided learning within the
ZPD led to greater understanding/
performance than working alone
(discovery learning).
BRONFENBRENNER’S
ECOLOGICAL THEORY
Bronfenbrenner came up with a
simple yet useful paradigm showing
the different factors that exert
influence on an individual’s
development.
It points out the ever widening

spheres of influence that shape every
individual, his/her immediate family
to the neighborhood, the country,
even the world.
CULTURE, SUB CULTURE, SOCIAL CLASS
MACROSYSTEM
EXTENDED FAMILY
EXOSYSTEM
MESOSYSTE
M
FAMILY, CHURCH
& SCHOOL
ME
MICROSYSTE
M
Microsystem – is the layer nearest the child.
- includes structures as:
one’s family,
school and neighborhood.
Mesosystem - layer serves as the

connection
between the structures of
the child’s
microsystem.
Exosystem – refers the bigger social system

in which
the child does not function
directly.
The Role of Schools and Teachers
Bronfenbrenner concluded that

the instability and
unpredictability of family life is
the most destructive force to a
child’s development.

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Vygotsky’s Theory

 Vygotsky’s theory is called “ Socio-

 places considerably more emphasis on social

 places more (and different) emphasis on the

 Adults are important source of cognitive

According to Vygotsky , much important learning

Vygotsky, looked into the wide

It opens the door for learners to

 social speech which is external communication

 private speech (typical from the age of three)

 private speech goes underground, diminishing

The difference between what the child

 the support or assistance that lets

 It is not about doing shortcuts for

 It should involve the judicious

It points out the ever widening

Mesosystem - layer serves as the

Exosystem – refers the bigger social system

Bronfenbrenner concluded that

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