Outline

The two Main principles of/Elements of Socio-

cultural Theory of Vygotsky

Features of Zone of Proximal Development

4 Basic Principles Underlying the Vygotsky’s

Framework
 Lev Vygotsky
Socio-Cultural Theory
Agreed that children are active
learners, but their knowledge is
socially constructed.
Cultural values and customs dictate
what is important to learn.
Children learn from more expert
members of the society.
ced.ncsc.edu/hyy/devtheories.htm
Vygotsky described the "zone of
proximal development", where
learning occurs.
Introduction
In Vigotsky’s Theory, social interaction plays a very
important in cognitive development.

Did not focus on individual child but on the child as a

product of social interaction, especially with adults.
Focus on dynamic interactions rather than child by
himself.
People thinking differs dramatically between cultures
because different cultures stress different things.
Introduction
Vygotsky emphasized the influence of culture, peers
and adults on the developing child.
He believed that children will acquire ways of
thinking and behaving that make up a culture by
interacting with a more knowledgeable person.
Theory suggests that social interaction leads to
continuous step by step changes in a child’s thought
and behaviour that can vary greatly from culture to
culture.
Cultural Tools
Cultural tools are items in the culture that teach
children about the expectations of the group.
Examples: books, computers, traditions

By using these tools, the child understands what is

important in his or her culture
These tools help the child to form their own view
of the world
Cultural Tools
There are three ways a cultural tool can be passed
from one individual to another:
Imitative Learning: When one person tries to
imitate or copy another.
Instructed Learning: Involves remembering the
instructions of the teacher and then using these
instructions to self regulate.
Collaborative Learning: A group of peers who
strive to understand each other and work together
to learn a specific skill
Two Main Principles
1. The More Knowledgeable Other (MKO)

Refers to anyone who has better understanding or

higher ability level than the learner
Normally thought of as being a teacher, trainer, or
oder, adult, but MKO could also be the peers, a
younger person, even computers.
Two Main Principles
2. Zone of Proximal Development (ZPD)

Difference between what a child can

accomplish alone and what s/he can
accomplish with the guidance of another.
Zone of Proximal Development
Two Features of ZPD
1. Scaffolding

 Appropriate assistance given by the teacher to

assist the learner accomplish a task

 Requires that an instructor shows example how to

solve a problem, while controlling the learning
environment so that students can take things step by
step expanding their knowledge without excessive
frustration
Two Features of ZPD
2. Reciprocal Teaching

A highly successful teaching method, it provides

an environment of open dialogue between student
and teacher which goes beyond simple question
and answer session.
4 Basic Principles underlying the
Vygotsky Framework
1. Children construct their knowledge
2. Development cannot be separated
from its social context
3. Learning is mediated
4. Language plays a central role in
mental development.
2 types of Mental Function
1. Lower Mental Function
 Are those with which we are born, are
the natural functions and are
genetically determined.

1. Higher Mental Function

 Are acquired and developed through
social interaction
 Vygotsky and Piaget
Piaget Vygotsky
Both agree children are active learners who actively construct
knowledge
Thinking develops in Development of thinking is
recognisable stages which dependent upon language and
depend on natural maturation culture

Role of teacher important but Use of “more-expert other”

use of “more-expert other” not
central
Readiness is a central concept
in education – children need to
be ready to progress in their
learning
seen as fundamental part of
cognitive development
Children should be actively
encouraged to move through
ZPD – do not need to be ready
but should be given opportunity
to engage in problems which
are beyond current level of
ability but within ZPD
Vygotsky and Piaget
Piaget Vygotsky
Scaffolding not a key Scaffolding is a central
concept concept

Language reflects level of Language helps to develop

cognitive development cognitive abilities.

This theory was very This theory is still very

influential in education but influential in education
has need revising and
underestimation of children’s
abilities still a problem
Conclusion
 Sociocultural theory considers learning as a
semiotic process where participation in socially-
mediated activities is essential.

 Social interaction emphasized that effective

learning happens through participation in social
activities, making the social context of learning
crucial.

 Vygotsky’s theory was important in education since

these works provide tools for the development of
individuals learning.