What Is Sociocultural Theory?

in psychology that looks at the contributions that society makes to individual

development. This theory has become more prominent since the 1990s1 and
can be applied in educational settings as well as in socialization and play.

What is Sociocultural Theory?

(Batoon)
Sociocultural theory stresses the role that social interaction plays
in psychological development. It suggests that human learning is largely a
social process, and that our cognitive functions are formed based on our
interactions with those around us who are "more skilled."2

According to the sociocultural perspective, our psychological growth is

guided, in part, by people in our lives who are in mentor-type roles, such as
teachers and parents. Other times, we develop our values and beliefs
through our interactions within social groups or by participating in cultural
events.

Sociocultural theory focuses on how mentors and peers influence individual

learning, but also on how cultural beliefs and attitudes affect how learning
takes place.

History of Sociocultural Theory

(Batoon)
Sociocultural theory grew from the work of psychologist Lev Vygotsky, who
believed that parents, caregivers, peers, and the culture at large are
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 contended that 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.3
For example, one culture might emphasize memory strategies such as note-
taking. Another might use tools like reminders or rote memorization (a
technique that uses repetition). These nuances influence how a child learns,
providing the "tools" that are appropriate to their culture.

Vygotsky, born in 1896, 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 initially left his theories less well-
known.4 As his work has become more widely published, his ideas have
grown increasingly influential in areas including child development, cognitive
psychology, and education.

The Zone of Proximal Development

(Brown)
An important concept in sociocultural theory is known as the zone of
proximal development. According to Vygotsky, this is "the distance between
the actual development level (of the learner) 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."5

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.

Some research has supported the validity of the zone of proximal

development. For instance, one study reported that whether a student
experiences test anxiety is influenced, in part, by whether they have
someone available to provide assistance if needed.6 A 2013 case study
connects this concept with how a student develops writing abilities.7

Exploring the Zone of Proximal Development

Vygotsky vs. Piaget: Key Differences

(Cordano)
Jean Piaget was a psychologist and genetic epistemologist known for his
theory of cognitive development which outlines the four stages in which
children learn. Since they are both theories of learning, Vygotsky's theory is
often compared to Piaget's.

Vygotsky's Theory
 Social factors influence development
 Development can differ between cultures
Piaget's Theory
 Childhood interactions and explorations influence development
 Development is largely universal

How does Vygotsky's sociocultural theory differ from Piaget's theory of

cognitive development? First, while Piaget's theory stressed that a child's
interactions and explorations impact development, Vygotsky asserted the
essential role that social interactions play.8

Another important difference between the two is that Piaget's theory

suggests that development is largely universal and Vygotsky asserts that it
can differ between cultures.9 The course of development in European culture,
for example, might be different than in Asian culture.

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.

Some suggest that these two theories of human development differ greatly
due to their founders' different upbringings and that Vygotsky had strong
cultural ties while Piaget had a lonely childhood.10
Support and Criticisms of Piaget's Stage Theory

Applying Vygotsky's Theory

(Palaras)
Sociocultural theory has gained popularity within certain 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.11 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. Eventually, their zone of proximal development will
expand. Teachers can help promote this expansion by:

 Planning and organizing classroom 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.12 Vygotsky believed that through playing and imagining, children
are able to further stretch their conceptual abilities and knowledge of the
world.

Teachers and parents can use this concept by providing children with plenty
of opportunities for play experiences. Types of play that can foster learning
include imaginary play, role-playing, games, and reenactments of real
events.13 Such activities help promote the growth of abstract thought.