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SOCIAL DEVELOPMENT THEORY

 WHO WAS LEV VYGOTSKY?

 Lev Vygotsky was born in Russia in 1896.

 He died at the young age of 37 from
tuberculosis.
 Due to his early death, most of his theories
were left undeveloped.
 His work in the last 10 years of his life has
become the foundation of much research
and theory in cognitive development.
 https://www.youtube.com/watch?v=M4cYu1XRuFQ
 SOCIAL DEVELOPMENT THEORY :
The major theme of Vygotsky's theoretical framework is that social interaction
plays a fundamental role in the development of cognition.

Social interaction:

•Affects the learning process in an individual.

•Creates consciousness and awareness upon the individual.

He believed that the social interactions that children engaged in helped them to
both discover and create meaning from the things that they discover.
MAJOR THEMES ON THIS THEORY

1. “Role of Social Interaction in Cognitive

Development”

2. More Knowledgable Other (MKO)

3. Zone of Proximal Development (ZPD)

4. Scaffolding
 1. ROLE OF SOCIAL INTERACTION IN
COGNITIVE DEVELOPMENT: LANGUAGE
Language plays a central
role in mental
development

Language is the main

means by which adults
transmit information to
children

Language itself becomes a

very powerful tool of
intellectual adaptation
 1. ROLE OF SOCIAL INTERACTION IN
COGNITIVE DEVELOPMENT: LANGUAGE
Vygotsky believed that language was the most important tool that human could
utilize. Vygotsky believed that there are three forms of language, as outlined
below. .

Social Speech
External communication that people use to talk with other people. (Age 2)

Private Speech
Internal communication that a person directs to themselves. It serves an
intellectual function. (Age 3).

Silent Inner Speech

Private speech diminishes in its audibility until it become a self-regulating
function. (Age 7).
 2. MORE KNOWLEDGEABLE OTHER (MKO)

The MKO is any person who has a higher level of ability or understanding
than the learner in certain topic.

Parents Peers
Children Coaches

Videos
Teachers Electric devices

Normally, when we think of an MKO we refer to an older adult, a teacher or

an expert. The traditional MKO is an older person; however, MKOs could
also refer to our friends, younger people and even electronic devices like
computers and cell phones. For instance, you learn how to skate because
your daughter taught you this skill.
3. ZONE OF PROXIMAL DEVELOPMENT (ZPD)

• The zone of proximal development is the area of

learning that a more knowledgeable other (MKO)
assists the student in developing a higher level of
learning.

• The goal is for the facilitator (MKO) to be less

involved as the student develops the necessary
skills.

• Vygotsky describes it as “the distance between the

actual development level as determined by
independent problem solving and the level of
potential development as determined through
problem solving under adult guidance or in
collaboration with more capable peers” (Vygotsky,
1978).
ORIGINS OF ZPD
He believed that children would not advance very far if they were left to discover
everything on their own (maths & writing). Vygotsky noted that good teachers should
present material that is too difficult and “pull the students along.”

He argued that, rather than examining what a student knows to determine

intelligence, it is better to examine his or her ability to solve problems independently
and his or her ability to solve problems with an adult's help

New concept:

The zone of proximal development is an area of learning that occurs

when a person is assisted by a teacher or peer with a skill set
higher than that of the subject. The person learning the
skill set cannot complete it without the assistance of the
teacher or peer. The teacher then helps the student
attain the skill the student is trying to master, in hopes
that the teacher will no longer be needed for that task.
4. SCAFFOLDING

“What children can do in

cooperation today, he can
do it alone tomorrow.”
When scaffolding, the MKO becomes a supportive tool for the
student in the zone of proximal development.

It provides support

It functions as a tool

It extends the range of the worker

It allows to accomplish a task otherwise impossible

It is used selectively, when needed

4. SCAFFOLDING
Teachers provide
scaffolds so that the
Vygotsky defined learner can accomplish
scaffolding instruction as certain tasks they would
the “role of teachers and otherwise not be able to
others in supporting the accomplish on their own
learners development (Bransford, Brown, &
and providing support Cocking, 2000).
structures to get to that
next stage or level”
(Raymond, 2000 ). The goal of the educator
is for the student to
become an independent
learner and problem
solver (Hartman, 2002).
HOW CAN WE PRACTICALLY APPLY VYGOTSKY’S
THEORIES TO OUR EVERYDAY CLASSROOMS?
 A) PHYSICAL ARRANGEMENT
IN THE CLASSROOM
Arrange student desks in
clusters.

Arrange other work spaces for

peer instruction, collaboration,
and small group instruction.

This promotes language, social

interaction and learning from
others.
B) SCAFFOLDING STRATEGIES
C) RECIPROCAL STRATEGIES
Use props to illustrate each of the four skills to be practiced:
summarizing, clarifying, questioning, and predicting.

Have students buddy read and practicing using the reciprocal

strategies.

The teacher should act as a facilitator and help

and help the student achieve the zone of proximal
development through all possible means.
D) LESSON CONTENT

Create lessons that engage

student interest and give them a
basis for language when socially
interacting.

Use technology and hands on

activities to further engage them
in learning.
 CRITICS TO HIS THEORY:
Vygotsky did not do Social interaction is
empirical work to central to Vygotsky.
validate his findings However, he did not say
instead relying on what types of social
observation and testing. interaction are best for
learning.

Some children, regardless of how much help is given by

others, may still develop at a slower rate cognitively.
This suggests that there are other factors involved such
as genetics, that Vygotsky never included in his papers.
 CRITICS TO HIS THEORY:
The width of children's
zones doesn't provide an
accurate picture of their
learning ability, style of
learning, or current level of
development.
Is a child's zone for one domain
equal across all domains? Does
the size of a child's zone change
over time? Is guided participation
from adults necessary or only
helpful for development?
Vagueness of Zone
of Proximal
Development
Sometimes, the zone was measured in terms of
age.
6 years old of actual level of functioning
9 years old of potential level of functioning
This could be said to have a zone of 3 years.
However, it cannot be assumed that the
difference of 3 years between ages 2 and 5 is
equal to that between ages 6 and 9.
BIBLIOGRAPHY
• Bransford, J., Brown, A., & Cocking, R. (2000). How People Learn:
Brain, Mind, and Experience & School. Washington, DC: National
Academy Press.
• Hartman, H. (2002). Scaffolding & Cooperative Learning. Human
Learning and Instruction (pp. 23-69). New York: City College of City
University of New York.
• McLeod, S. (2007). Simply Psychology; Retrieved May 9, 2015, from
http://www.simplepsychology.org/vygotsky.html
• Raymond, E. (2000). Cognitive Characteristics. Learners with Mild
Disabilities (pp. 169-201). Needham Heights, MA: Allyn & Bacon, A
Pearson Education Company.
• Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard
University Press.