The Child and Adolescent Learners and

Learning Principlees

118
Vygotsky's Socio-Cultural Theory
MODULE - Maria Rita D. Lucas, Phn

tomorrow
"What a child can do in cooperation today,
she/he will be able to do alone"
Lev Vygotsky

LEARNING OUTCOMES
At the end of this Module, should be able to:
you "Socio-cultural" theory
Explain why Vygotsky's theory is called
Ditferentiate Piaget and Vygotsky's views on cognitive

Lev Vygotsky development.

was bom in Rus- Explain how scaffolding is useful in teaching a skill
sia in 1896. His
work began when
he was studying
leaming and devel- INTRODUCTI0N
opment to improve
his own teaching.
In his lifetime, he The key theme of Vygotsky's theory is that social interaction
wrote on language, plays a very important role in cognitive development. He believed
thought, psychol that
ogy of art, learning development could not be understood without looking
individual
and development, into the social and cultural context within which
and educating stu- development
dents with special happens. Scaffolding is Vygotsky's term for the appropriate
needs. assistance given by the teacher to assist the learner accomplish a
Vygotsky's
ideas about task. Learn more about it as you do the activity. Read on!
language, culture,
and cognitive
development
have become
major influences
ACTIVITY
inpsychology and
education today. 1. As a child, recall a skill that you
wanted to learn and
eventually learned
well, through the help of another
(like swimming, riding a bike, playing the person.
etc. piano, skating,
Watch a video
about his theory
at http://video. 2. What made you
google.com/vid- interested to learn the skill?
eoplay? docid=|
3. Who taught or assisted you?

4.
Describe. how you went about learning the skill.
what steps or actions the person did in Describe
learn. order to help you
 Principles
The Child and Adolescent Learners and Learning

118
ygotsky's Socio-Cultural Theory

MODULE9 - Maria Rita D. Lucas, PhD

tomorrow
What a child can do in cooperatíon today,
do alone"
she/he will be able
to
Lev Vygotsky

LEARNING OUTCOMES
At the end of this Module, you
should be able to
theory
"Socio-cultural"
is called theory
Explain why Vygotsky'sand ygotsky's views on cognitive
Differentiate Piaget
development.
Lev Vygotsky in teaching a skill
was bom in Rus- Explain how scaffolding is useful
sia in 1896. His
work began when

he was studying
leaming and devel- INTRODUCTION
opment to improve
his own teaching. The key Vygotsky's theory is that social interaction
theme of
In his lifetime, he He believed
Wrote on language, plays a very important role in cognitive development.
thought, psychol- that individual development could not be understood without looking
0gy of art, learning
and development,
into the social and cultural context within which development
and educating stu-
happens. Scaffolding is Vygotsky's term for the appropriate
dents with special
assistance given by the teacher to assist the learner accomplish a
needs
ygotsky's task. Learn more about it as you do the activity. Read on!
Ideas about
language, culture,
and cognitive
development
have become ACTIVITY
major infiluences
in psychology and
education today. 1. As a child, recall a skill that you wanted to learn and
eventually learned well, through the help of another person.
(like swimming, riding a bike, playing the piano, skating
etc.

Watch a video
about his theory
at http://video. 2. What made you interested to learn the skill?
go0gle.com/vid-
eoplay?docid=
3. Who taught or assisted you?

4. Describe.how you went about learning the skill. Describe

what steps or actions the
person did in order to help you
learn.
 Part Unit 3 Module 9-Vygotsky's Socio-Cultural Theory

119

ANALYSIS
I. Form groups of three members each. Share your answers in
1-4.
2. What .factors in the environment influenced you to learn the
skill?

3. Did the person who taught or assisted you make use of

scaffolding? If yes,
How?

ABSTRACTION/GENERALIZATION
When Vygotsky was a young boy he was educated under a
teacher who used the Socratic method. This method was a systematic
question and answer approach that allowed Vygotsky to examine
current thinking and practice higher levels of understanding. This
work as a
experience, together with his interest in literature and his
as two
teacher, led him to recognize social interaction and language
known
central factors in cognitive development. His theory became
as the Socio-Cultural Theory
of Development.

Piaget and Vygotsky

his time as Piaget
theory around the same
Vygotsky worked on

had clear differences in

in between the 1920's and 30's but they
Since Piaget was taken up
their views about cognitive development.
it would be easier now to see how
already in the preceding module,
his views compare with Vygotsky's.

Piaget VygotskyY
individual in focus
More social in focus
More
Believed that there are Did not propose stages but
emphasized on cultural factors in
universal stages of cognitive
development cognitive development
much emphasis Stressed the role of language in
Did not give
on language cognitive development
 The Child and Adolescent Learners and Learning Principles

120
Social Interaction. Piaget's theory was more individual, while
Vygotsky was more social. Piaget's work on Piagetian's tasks
focused heavily on how an individual's cognitive development
became evident through the individual's own processing of the
tasks. Vygotsky, on the other hand gave more weight on the
social interactions that contributed to the cognitive development of
individuals. For him, the social environment or the community takes
on a major role in one's development.
Vygotsky emphasized that effective learning happens through
participation in social activities, making the social context of learning
crucial. Parents, teachers and other adults in the learners environment
all contribute to the process. They explain, model, assist, give
directions and provide feedback to the learner. Peers, on the other
hand, cooperate and collaborate and enrich the learning experience.
Cultural factors. Vygotsky believed in the crucial role that
culture played on the cognitive development of children. Piaget
believed that as the child develops and matures, he goes
through
universal stages of cognitive development that allows him to move
from simple explorations with senses and muscles to
complex
reasoning. Vygotsky, on the other hand, looked into the wide range
of experiences that
culture would give to a child. For
a
instance,
one culture's view about education, how children are trained
early in
life all can contribute to the cognitive development of the child.
Language. Language opens the door for learners to acquire
knowledge that others already have. Learners can use language to
know and understand the world and solve
problems. Language serves
social function but it also has an
important individual function. It
helps the learner regulate
and reflect on his own
talk to thinking. Children
themselves. Observe preschoolers play and
you may hear,
Gagawin ko itong airplane (holding rectangular block), tapos ito
a
ang airport (holding two long blocks)." For Vygotsky, this "talking-to-
oneself" is an indication of the
the child. This will
thinking that goes on in the mind of
eventually lead to private speech. Private speech
is a form of self-talk that
guides the child's thinking and action.
Vygotsky believed in the essential role of activities in
Children learn best learning.
through hands-on activities than when listening
passively. Learning by doing is even made more
children interact with fruitful when
knowledgeable adults and peers.
 Part Unit 3 Module 9- Vygotsky's Socio-Cultural Theory

121
Zone of Proximal Development
When a child attempts to perform a skill alone, she may not

be immediately proficient at it. So, alone she may

perform aat
ertain level ot competency. We refer to this as the zone of actual
ce
lopment. However, with the guidance of a More Knowledgeable
develop
other (MKO), Competent adult or a more advanced peer, the child
can perform at a higher level of competency. The difference between
what the childaccomplish alone and what she can accomplish
can
with the guidance of another is what Vygotsky referred to as zone
of proximal development. The zone represents a learning opportunity
where a knowledgeable adult such as a teacher or parent or a more
advanced peer can assist the child's development. See the illustration
on the next page.
The support or assistance that lets the child accomplish a task
Scaffolding
he cannot accomplish independently is called scaffolding.
watches. It is not
is not about doing the task for the child while he
about doing shortcuts for the child. Unzipping the lunch bag, opening
the child's tetrapack juice
the food container and putting straw in
the judicious
for him is scaffolding. Scaffolding should involve
not
can move
so that the child
assistance given by the adult or peer When
the zone of actual to the zone of proximal development.
from then holds the lunch
the zipper an inch or two, and
the adult unzips the lunch bag is
that the child can continue to unzip
bag still so
a bit and letting
Loosening the food container lid just
scaffolding. the straw to
the lid himself is scaffolding. Leading
the child open the tetra pack
the child put the straw through
the hole and letting
hole is scaffolding. amount of
above shows
how a right
The examples given task. The instructor
child to accomplish the
allow the between the
assistance can
that the gap is bridged
such a way learners
should scaffold in and the desired.
skill level. As
skill levels o w n that
learner's current tasks o n their
able to complete
become m o r e
proficient, the guidance c a n
without assistance,
do
not initially scaffold and
fade-away technique.
they could called learner confident
This is can make a
be withdrawn. appropriately for
when done the task without
any need
Scaffolding, accomplish
he can
and eventually
assistance. moves in four levels:
scaffolds,
the process
MKO
When the
watch.
1. Ido, you
2. I do, you help.
3. You do, I help. and the learners
watch. the MKO,
You do, I skill of
4. in the of the skill being
will depend and the difficulty
Learning to learn
and ability
readiness
learned.
 Learning Principles
Adolescent Learners and
The Child and

122

ech iavs
POTENTIAL LIVIL (Levlthot the lea mer
nce
theteacherore morea due
wththe ess istance of
peor)

lea mer ech ieves

ACTUAL LEVL Lovslthatth E
wh en alon A

N
INS TRUCTIO M G
wth scaffo d ing Tne ef Froimal
Develymat (LPD)

(represented by the dotted line)

The Zone of Proximal Development

APPLICATION
An exercise in scaffolding:
1. Choose a skill you are good in.
can teach this skill.
individual to whom you
2. Identify an
benefit from scaffolding.
Somebody who will

you will take

in teaching the skill.
3. Break down the steps

will use scaffolding. Describe

the specific
4. Determine how you
scaffold.
actions you will do to

5. Teach the skill to the individual.

went.
6. Describe how the learning activity