Analysis of Vygotskys Historical and Cultural Theory of Psychological Development Vygotsky was one of the biggest contributors to the

historical and cultural theory of psychological development. He closely examined the development of children and was interested in how activity plays a leading and learning role in the development of younger generations. For Vygotsky, as humans evolve so do their psychological functions and cognitive skills. His idea emphasized that the higher psychological functions are a result of interiorization of initial practical human forms of activity (Bergen, 2008). The idea that true teaching must lead development made it possible to understand the process of instruction as a type of activity with a structure and content that can be specially organized and guided (Bergen, 2008). With this being said, it is pertinent to assert that teachers and classroom facilitators are responsible for leading the process of interiorization of new information when they expose their students to different learning experiences. Bozhovic, in his review of Vygotskys theories, supports the idea that qualitatively new psychological structures develop during the process of ontogeny and that these, the higher psychological functions, determine the specific features of human psychology (Bozhovic, 2004, p. 21). This development occurs in two main stages; one that refers to the development and maturation of the neurogical system of an individual, and the second one that results from an individuals assimilation of his societys cultural attainments. From a personal point of view, after an individuals neurological system is fully developed, he/she would be able to effectively process new incoming information that is produced in the cultural context in which the individual engages. Every time an individual is exposed to new information, he/she will develop a system of signs which, as stated by Bozhovic (2004), enter into certain relationships with thinking and

become amenable to the individuals control (p. 22). This relationship is again what Vygotsky defined as a process of interiorization; once the individual receives new information, he/she internalizes it and makes it his/her own. Vygotsky was very interested in the role that context plays in human development. This context shapes the age-related and individual characteristics of individuals, especially children. Bozhovic (2004) uses Vygotsky logical thinking to explain that during development, qualitative changes occur, not so much in the structure of individual psychological functions as in their multifunctional associations and relationships. Alex Kozulin (2004), in his work titled Vygotskys Theory in the Classroom, states that Vygotskys emphasis on sociocultural nature of human cognition and learning was at variance with both behaviorist and late information-processing models (p. 3). Vygotskys placed educational process as a source rather than a consequence of development of cognitive skills. Continuing with this same line of thought, it is plausible to state that human cognitive skills should serve as a resource to make the educational process more meaningful; thus, aiding in the process of internalization. In this way, as explained by Kozulin (2004), the opposition between cognition and knowledge is resolved by knowledge appearing as a process of concept formation that shapes the students cognition rather than being understood as information to be processed by the students preexistent cognitive skills (p. 4). Although individuals are encouraged to participate in traditional classroom settings as a means of acquiring information and developing systematic scientific concepts in all fiel ds of knowledge (Kozulin, 2004), they can also develop new and rich concepts by actively participating in a given context. Schunk states that the social environment influences cognition through its tools that is, its cultural objects (e.g., cars, machines) and its language and social

institutions (e.g., schools, churches). [] Cognitive change results from using cultural tools in social interactions and from internalizing and mentally transforming these interactions (p. 242). This exemplifies one of the major ideas behind Vygotskys theory, which supports that the formation and development of human society and culture is reflected in the multiple interactions one has with other individuals living in society. In identifying the social sources of development in children, Vygotsky revealed the significant role of social interaction in cultural development in his investigations of acquisition and internalization of language. Holbrook Mahn (1999), in an analysis of Vygotskys methodological contributions to Sociocultural Theory, explains that through interaction with an adult or a caregiver, a child learns the self-regulatory aspects of speech (p. 344). An adult helping a child solve a problem directs the childs actions by using speech, thereby prompting the child to use speech to regulate his/her own actions (Schunk, 2012, p. 344). Vygotsky believed private speech helps develop thought by organizing behavior. Children employ private speech to understand situations and surmount difficulties. As childrens language facility develops, words spoken by others acquire meaning independent of their phonological and syntactical qualities. (Schunk, 2012, p. 249)

References:

Bozhovich, L. I. (2004). L.S. Vygotsky's Historical and Cultural Theory and Its Significance for Contemporary Studies of the Psychology of Personality. Journal Of Russian & East European Psychology, 42(4), 20-34.

Kozulin, A. (2004). Vygotsky's theory in the classroom: Introduction. European Journal Of Psychology Of Education - EJPE (Instituto Superior De Psicologia Aplicada), 19(1), 3-7.

Mahn, H. (1999). Vygotsky's Methodological Contribution to Sociocultural Theory. Remedial & Special Education, 20(6), 341. Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Upper Saddle River, NJ: Prentice Hall.

Miguel Llovera Da Corte