Lev Vygotsky’s

Socio-Cultural
Theory
OBJECTIVE
At the end of the discussion, listeners are expected to:
• Define the Socio-Cultural Theory;
• Identify the major themes of the Social-Cultural
Theory; and
• Cite implications for teachers of Vygotsky’s Theory.
LEV VYGOTSKY
(1896 – 1934)
• Lev Vygotsky was born in Russia in 1896.
• He died at the young age of 37 from
tuberculosis.
• Due to his early death, most of his theories
were left undeveloped, although some of his
writing being translated from Russian.
• His work in the last 10 years of his life has
become the foundation of much research
and theory in cognitive development.
LEV VYGOTSKY
(1896 – 1934)

• His work began when he was studying

learning and development to improve his
own teaching.

• He wrote on language, thought, psychology

of art, learning and development and
educating students with special needs.
LEV VYGOTSKY
(1896 – 1934)
• His experience, together with his interest in
literature and his work as a teacher, led him
to recognize social interaction and language
as two central factors in cognitive
development.

• His theory became known as Socio-Cultural

Theory of Development
SOCIO-CULTURAL THEORY OF
DEVELOPMENT

• Sociocultural theory of development: emphasizes the crucial influence that

social interactions and language, embedded within a cultural context, have on
cognitive development.
MAJOR THEMES:
1. Role of Social Interaction in
Cognitive Development
2. More Knowledgeable Other (MKO)
3. Zone of Proximal Development
4. Scaffolding
FIRST MAJOR THEME:

“Social interaction plays a

fundamental role in the process of
cognitive development.”
FIRST MAJOR THEME: SOCIAL INTERACTION
• Vygotsky emphasized that effective learning happens
through participation in social activities.
• Placed more emphasis on social contributions to the
process of development
• Much important learning by the child occurs through
social interaction with a skillful tutor.
• Seeks to understand the actions or instructions
provided by the tutor (often the parent or teacher)
then internalizes the information, using it to guide or
regulate their own performance.
VYGOTSKY AND LANGUAGE
• Language plays a central role in mental
development
• Language is the main means by which
adults transmit information to children
• Language itself becomes a very powerful
tool of intellectual adaptation
VYGOTSKY AND LANGUAGE
He believed that language was the most
important tool that human could utilize.
Vygotsky believed that there are three
forms of language:
1. Social Speech
2. Social Speech
3. Silent Inner Speech
SECOND MAJOR THEME:

The More Knowledgeable

Others (MKO)
SECOND MAJOR THEME: (MKO)
• Refers to someone who has a better understanding or a higher
ability level than the learner, with respect to a particular task,
process, or concept.
• Many times, a child's peers or an adult's children may be the
individuals with more knowledge or experience.
• The MKO need not be a person at all. Some companies, to
support employees in their learning process, are now using
electronic performance support systems
• Electronic tutors have also been used in educational settings to
facilitate and guide students through the learning process. The
key to MKOs is that they must more knowledge about the topic
being learned than the learner does.
THIRD MAJOR THEME:

The Zone of Proximal

Development (ZPD)
THIRD MAJOR THEME: (ZPD)
• The zone of proximal development is the area of
learning that a more knowledgeable other (MKO)
assists the student in developing a higher level of
learning.
• The goal is for the facilitator (MKO) to be less
involved as the student develops the necessary
skills.
• Vygotsky describes it as “the distance between
the actual development level 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”
FOURTH MAJOR THEME:

Scaffolding
“What children can do in cooperation
today, he can do it alone tomorrow.”
FOURTH MAJOR THEME: (SCAFFOLDING)
• It refers to the support or assistance that
lets the child accomplish a task he/she
cannot accomplish independently.
• It is not about doing the task for the child
while he/she watches.
• It is not about doing short cuts for the child.
• It should involve the judicious assistance
given by the adult or peer so that the child
can move from the zone of actual to the zone
of proximal development.
FOURTH MAJOR THEME: (SCAFFOLDING)
• When scaffolding, the MKO becomes a
supportive tool for the student in the
zone of proximal development.
• It provides support
• It functions as a tool
• It extends the range of the worker
• It allows to accomplish a task
otherwise impossible
• It is used selectively, when needed
FOURTH MAJOR THEME: (SCAFFOLDING)
• Teachers provide scaffolds so that the
learner can accomplish certain tasks they
would otherwise not be able to accomplish
on their own
• Vygotsky defined scaffolding instruction as
the “role of teachers and others in
supporting the learners development and
providing support structures to get to that
next stage or level”
• The goal of the educator is for the student to
become an independent learner and problem
solver
IMPLICATIONS OF THE THEORY
TO TEACHERS
• Adults and peers are critical to the learning
process through scaffolding.
• Assisted learning: providing strategic help in
the initial stages of learning, gradually
diminishing as students gain independence
• Teaching in the Zone—not too hard, not too
easy, but JUST RIGHT.
HOW CAN WE APPLY THE THEORY IN OUR EVERYDAY
CLASSROOM
What questions do
you have?
Thank you!!