NAME: MAHAM JAMIL

ROLL NO: 1420

ASSIGNMENT: MID TERM (Vygotsky theory)
SUBMITTED TO: DR.SALMA HASSAN
VYGOTSKY SOCIOCULTURAL THEORY OF COGNITIVE DEVELOPMRNT:
• Lev Vygotsky's sociocultural theory of development focuses on language, social and
cultural influences on a child's developing mind.
• Culture along with social interaction and language all directly influenced one another as
well as cognitive development.
• Children use cognitive tools to understand their world cognitive tools are created in
one’s culture.
• Learning occur social situation first between teacher and learner and then is inside the
child or internalized.
• Active participation another component of this theory in activity creates a framework
for dialogue to occur and ideas are exchanged which leads to advanced development.
• Vygotsky believed this is a primary mechanism for cognitive development.
• Learners also a zone of proximal development task cannot be completed without
assistance of others. Teacher use scaffolding tool to assist children to complete these
tasks that inside their zone of proximal development to promote learning and cognitive
development.
APPLICATION OF VYGOTSKY SOCIOCULTURAL THEORY OF COGNITIVE
DEVELOPMENT IN CLASSROOM SETTINGS:

• Sociocultural Theory includes relationship between teacher and student based on social
interaction.
• Application of Vygotsky's theory to classroom is important concept of a zone of
proximal development teacher’s use as a guide to a child's development.
• Teachers need young children many opportunities to play and imagination a child's
conceptual abilities are stretched.
• Language role play in Vygotsky theory important to development of thinking school
need provide opportunities that allow children to reach the third stage of speech, which
is inner speech.
• Application of Vygotsky's theories is "reciprocal teaching," used to improve students'
ability to learn from text. Teachers and students collaborate in learning and practicing
four key skills: summarizing, questioning, clarifying, and predicting. The teacher's role
in the process is reduced over time.
• Vygotsky theory of cognitive development on learners is relevant to instructional
concepts such as "scaffolding" and "apprenticeship," in which a teacher or more
 advanced peer helps to structure or arrange a task so that a novice can work on it
successfully.
• Vygotsky's theories also feed current interest in collaborative learning, suggesting that
group members should have different levels of ability so more advanced peers can help
less advanced members operate within their ZPD.
• Vygotsky’s concept zone of proximal development based development defined both by
what a child can do independently and by what the child can do when assisted by an
adult or more competent peer.
• Daniels and Wretch Knowing both levels of Vygotsky’s zone is useful for teachers, for
these levels indicate where the child is at a given moment as well as where the child is
going. The zone of proximal development has several implications for teaching in the
classroom.
• According to Vygotsky teacher must plan activities that encompass not only what
children are capable of doing on their own but what they can learn with the help of
others.
• Vygotsky’s theory does not mean that anything can be taught to any child. Only
instruction and activities that fall within the zone promote development.
For example:
Child cannot identify the sounds in word even after many prompts, child may not benefit
from instruction in this skill. Practice of previously known skills and introduction of concepts are
too difficult and complex have little positive impact. Teachers can use information about both
levels of Vygotsky’s zone of proximal development in organizing classroom activities in the
following ways:
• Instruction planned to provide practice in zone of proximal development for individual
children or for groups of children.
• For example, hints and prompt helped children during assessment could form the basis
of instructional activities.
• Cooperative learning activities can be planned with groups of children at different levels
who can help each other learn.
• Scaffolding is a tactic for helping the child in his or her zone of proximal development
adult provides hints and prompts at different levels. In scaffolding, the adult does not
simplify the task, but the role of the learner is simplified through the graduated
intervention of the teacher.