Sociocultural Theory of Cognitive Development

By Kendra Cherry Reviewed by Amy Morin, LCSW Updated on November 26, 2019

Sociocultural theory is an emerging theory in psychology that looks at the important contributions that
society makes to individual development. This theory stresses the interaction between developing
people and the culture in which they live. Sociocultural theory also suggests that human learning is
largely a social process.

Sociocultural theory of development

Illustration by Brianna Gilmartin, Verywell

Vygotsky and Sociocultural Theory

Sociocultural theory grew from the work of seminal psychologist Lev Vygotsky, who believed that
parents, caregivers, peers, and the culture at large were responsible for developing higher-order
functions. According to Vygotsky, learning has its basis in interacting with other people. Once this has
occurred, the information is then integrated on the individual level.

Vygotsky was a contemporary of other great thinkers such as Freud, Skinner, and Piaget, but his early
death at age 37 and the suppression of his work in Stalinist Russia left him in relative obscurity until
fairly recently. As his work became more widely published, his ideas have grown increasingly influential
in areas including child development, cognitive psychology, and education.

Sociocultural theory focuses not only how adults and peers influence individual learning, but also on
how cultural beliefs and attitudes affect how learning takes place.

According to Vygotsky, children are born with basic biological constraints on their minds. Each culture,
however, provides "tools of intellectual adaptation." These tools allow children to use their abilities in a
way that is adaptive to the culture in which they live. For example, while one culture might emphasize
memory strategies such as note-taking, another might use tools like reminders or rote memorization.

Piaget vs. Vygotsky: Key Differences

How does Vygotsky's sociocultural theory differ from Piaget's theory of cognitive development? First,
Vygotsky placed a greater emphasis on how social factors influence development. While Piaget's theory
stressed how a child's interactions and explorations influenced development, Vygotsky stressed the
essential role that social interactions play in cognitive development.1

Another important difference between the two theories is that while Piaget's theory suggests that
development is largely universal, Vygotsky asserts that cognitive development can differ between
different cultures. The course of development in Western culture, for example, might be different than
it is in Eastern culture.

In his text, "Social and Personality Development," David R. Shaffer explains that while Piaget believed
that cognitive development was fairly universal, Vygotsky believed that each culture presents unique
differences. Because cultures can vary so dramatically, Vygotsky's sociocultural theory suggests that
both the course and content of intellectual development are not as universal as Piaget believed.

Support and Criticism of Piaget's Stage Theory

The Zone of Proximal Development

An important concept in sociocultural theory is known as the zone of proximal development.2 According
to Vygotsky, this "is 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."

Essentially, it includes all of the knowledge and skills that a person cannot yet understand or perform on
their own, but is capable of learning with guidance. As children are allowed to stretch their skills and
knowledge, often by observing someone who is slightly more advanced than they are, they are able to
progressively extend this zone of proximal development.

Exploring the Zone of Proximal Development

Practical Applications for Vygotsky's Sociocultural Theory

Sociocultural theory has gained popularity in recent years, particularly in educational settings. Here's
how this theory can be put into practice in the real world.
In the Classroom

Understanding the zone of proximal development can be helpful for teachers.3 In classroom settings,
teachers may first assess students to determine their current skill level. Educators can then offer
instruction that stretches the limits of each child's capabilities.

At first, the student may need assistance from an adult or a more knowledgeable peer, but eventually,
their zone of proximal development will expand. Teachers can help promote this expansion by:

Planning and organizing their instruction and lessons: For example, the teacher might organize the class
into groups where less skilled children are paired with students who have a higher skill level.

Using hints, prompts, and direct instruction to help kids improve their ability levels.

Scaffolding, where the teacher provides specific prompts to move the child progressively forward
toward a goal.

In Socialization and Play

Vygotsky's theory also stressed the importance of play in learning.4 Teachers and parents can use this
knowledge by providing children plenty of opportunities for play experiences. Vygotsky believed that
through playing and imagining, children were able to further stretch their conceptual abilities and
knowledge of the world.

Types of play that can foster learning include imaginary play, role-playing, games, and reenactments of
real events. Such activities help promote the growth of abstract thought.