Answer:

The theory of Vygotsky guides four major assumptions.

i) First assumption of Vygotsky's theory is to communicate to children how their

culture interprets and reacts to the world through informal and formal
conversations and education. As adults interact with children, they particularly
demonstrate the meanings they attach to objects , events and experiences. Back to
our example, his dad is now reading a transportation book for his daughter. The
book describes the various modes of transport used in our society (for example,
automobiles , trucks, boats). The book shows the small girl how our company
classifies transport modes in presenting these concepts.

ii) The second assumption of Vygotsky's theory is that in his first few years of life,
thought and language became more and more independent. Later in this lesson, we
will discuss the development of language and speech in particular.

iii) The third hypothesis is that complex mental processes start with social activities.
With the development of children, processes are gradually internalised and used in
social contexts. This process of internalisation enables children to transform ideas
and processes that make them unique. Because the child and dad simply read a
book, this social activity transforms the way the child perceives transport modes.
When she sees cars , trucks and boats in real-life conditions, she starts classifying
these items herself.

iv) Vygotsky also introduced the idea that more advanced and competent people help
children to do challenging tasks. Vygotsky has identified two development levels:
actual development which is a maximum of a child's individual tasks and the
potential development level which is the upper limit of tasks that a child can do
with a more competent individual. It has also identified two levels of
development. According to Vygotsky we should evaluate capacity both when the
child performs the activity itself and with a more skilled person, if we want a true
assessment of the actual and potential development of a child. For instance, our
young child showed that she knew the blocks belonged to the holes, but couldn't
really decide how to put them in the real situation. Her potential level of
development was able to build the blocks with the help of an advanced person, her
father. We would not expect that the child would then be able, with the assistance
of her father at this point, to sort blocks into the colour and the forms or do
anything other than those skills.