Vygotsky’s Socio-cultural Theory

This essay will define speech, socio-dramatic play, Zone of Proximal development,
scaffolding explain the importance and connections these concepts have on learning and
development as well as how these concepts will inform teaching. This essay will conclude
with the strengths and limitations to Vygotsky’s theory.

There are 3 stages to Speech/language including inner (Ormrod 2008, p. 40), Private
(Ormrod 2008, p. 40) and social speech. Inner speech is when someone talks and guides
themselves in their head rather than out loud (Ormrod 2008, p. 40). Private speech is also
known as self-talk where one talks to themselves quietly out loud to get through tasks
(Ormrod 2008, p. 40). Social speech is communication that happens externally used in social
contexts (Green & Piel 2010, p. 264). Vygotsky believed that language provides a way for
one to express ideas, questioning and thinking (Woolfolk & Margetts 2016, p. 96). This plays
a role in learning as the more language skills increases it supports cognitive development
(Woolfolk & Margetts 2016, p. 96). These various stages of speech develop a person’s Self-
regulation and provide tools to guide their own behaviour (Woolfolk & Margetts 2016, p.
96). This can be applied into teaching by allowing students to self-talk compared to insisting
on silence in a classroom. This supports and encourages students to work through the inner,
private and social speech to further develop as learners as students begin to regulate their
thinking (Woolfolk & Margetts 2016, p. 97).

Socio-dramatic play is another concept Vygotsky strongly supported. In socio-dramatic play

children play with the use of toys and is child structured, through out this play children take
on roles such as doctors, parents, animals and many more (Woolfolk & Margetts 2016, p.
96). This form of play allows children to experiment with new roles and further develop
their learning in a fun and engaging way (Woolfolk & Margetts 2016, p. 100). Students get
the chance to develop cooperation, real world activities and social knowledge (Berk 2013,
241). Vygotsky believes that socio dramatic play allows children to behave beyond their
average age as if he was a head taller than themselves (Woolfolk & Margetts 2016, p.100).
This suggests that by participating in this play children act as adults growing their learning
and development from their age of knowledge. By playing in adult roles children develop a
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deeper level of thinking to play those roles (Woolfolk & Margetts 2016, p. 96). This can be
applied into teaching by giving students many opportunities for play to further develop skills
to be successful in the adult world (Ormrod 2008, p. 43).

The Zone of Proximal Development also known as ZPD is a concept Vygotsky supported
strongly. The ZPD is a task that children can not yet complete independently but can
complete with assistance of others (Ormrod 2008, p. 39-40). This assistance can come from
a teacher or more knowledgeable other such as peers who have a greater understanding.
When I person is ZPD new learning takes place to complete the task further growing their
learning and development. (Ormrod 2008, p. 42). The ZPD connects to a student’s
development and learning by showing their potential for what they can demonstrate with
help that can promote their personal cognitive development (Ormrod 2008, p. 42). This can
be applied into teaching by finding students own ZPD where they struggle but can still
achieve to ensure learning takes place and giving them learning opportunities to work
within this space (Ormrod 2008, p. 43).

To further support the ZPD Vygotsky used the Scaffolding concept. Scaffolding uses a more
knowledgeable other to step children through their learning with the use of visual and
verbal cues. Scaffolding allows children to work through new and challenging tasks with a
temporary support structure that can slowly be removed over time (Ormrod 2008, p. 45).
Scaffolding has a connection to a student’s development and learning as it provides further
support through the ZPD to work through challenging tasks to become confident and
independent through their learning and support (Woolfolk & Margetts 2016, p. 98). This can
be applied into teaching by creating many scaffolding opportunities from a range of people
including, the teacher and students. Displaying cues around the classroom can also assist in
applying scaffolding into the classroom (Ormrod 2008, p.43).

The Strengths to Vygotsky’s theory includes his consideration to social processes in

cognitive development (Woolfolk & Margetts 2016, p. 99). This suggests that with the use of
socio-dramatic play has an impact on their learning and development.

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Vygotsky has Limitations to his theory as well, this includes the biological contribution and
how it is not considered. This is a limitation as it does not give a person’s biological make up
a chance to determine their learning and development,

Another limitation to his theory includes how he ddoes not consider deaf people and their
way of communicating as it is not always verbal.

A third limitation to Vygotsky’s theory is how it suggests people cannot learn independently
(Woolfolk & Margetts 2016, p. 99). This suggests that when a student is independently doing
a task they will not and can not learn.

In conclusion Vygotsky’s theory of speech, socio-dramatic play, ZPD and scaffolding are
valuable and useful within an educational setting to develop learners. While there are
limitations to this theory there are still strengths supporting the concepts.

References:

Berk, LE 2013, Child development, 9th edn, Pearson Education, Boston.

Green, MG & Piel, JA 2010, Theories of human development, 2nd edn, Taylor & Francis
Group, New York. p. 257

Ormrod, J 2008, Educational psychology: developing learners, 6th edn, Pearson Education,
Upper Saddle River, New Jersey.

Woolfolk, A & Margetts, K 2016, Educational psychology, 4th edn, Pearson Australia,
Melbourne Victoria.

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