Republic of the Philippines
SORSOGON STATE UNIVERSITY
Sorsogon City Campus
Sorsogon City
TOPIC
VYGOTSKY THEORY
Objectives:
• To understand the basic processes described by Vygotsky’s sociocultural theory.
• To discuss the Vygotsky theory.
• Describe research to support this theory.
Introduction
The work of Lev Vygotsky (1934) has become the foundation of much research and
theory in cognitive development over the past several decades, particularly of what has
become known as sociocultural theory.
Discussion
Vygotsky Theory
Vygotsky's sociocultural theory views human development as a socially mediated
process in which children acquire their cultural values, beliefs, and problem-solving strategies
through collaborative dialogues with more knowledgeable members of society. Vygotsky's
theory is comprised of concepts such as culture-specific tools, private speech, and the Zone of
Proximal Development.
Vygotsky's theories stress the fundamental role of social interaction in the development
of cognition (Vygotsky, 1978), as he believed strongly that community plays a central role in the
process of "making meaning."
Unlike Piaget's notion that childrens' development must necessarily precede their
learning, Vygotsky argued, "learning is a necessary and universal aspect of the process of
developing culturally organized, specifically human psychological function" (1978, p. 90). In
other words, social learning tends to precede (i.e., come before) development.
Vygotsky has developed a sociocultural approach to cognitive development. He
developed his theories at around the same time as Jean Piaget was starting to develop his ideas
(1920's and 30's), but he died at the age of 38, and so his theories are incomplete - although
some of his writings are still being translated from Russian.
Differences between Vygotsky and Piaget In Psychology
1: Vygotsky places more emphasis on culture affecting cognitive development.
This contradicts Piaget's view of universal stages and content of development (Vygotsky
does not refer to stages in the way that Piaget does).
Hence Vygotsky assumes cognitive development varies across cultures, whereas Piaget
states cognitive development is mostly universal across cultures.
2: Vygotsky places considerably more emphasis on social factors contributing to
cognitive development.
(i) Vygotsky states the importance of cultural and social context for learning. Cognitive
development stems from social interactions from guided learning within the zone of proximal
development as children and their partners co-construct knowledge. In contrast, Piaget
maintains that cognitive development stems largely from independent explorations in which
children construct knowledge of their own.
(ii) For Vygotsky, the environment in which children grow up will influence how they
think and what they think about.
3: Vygotsky places more (and different) emphasis on the role of language in cognitive
development.
According to Piaget, language depends on a thought for its development (i.e., thought
comes before language). For Vygotsky, thought and language are initially separate systems
from the beginning of life, merging at around three years of age, producing verbal thought
(inner speech).
For Vygotsky, cognitive development results from an internalization of language.
4: According to Vygotsky adults are an important source of cognitive development.
Adults transmit their culture's tools of intellectual adaptation that children internalize.
In contrast, Piaget emphasizes the importance of peers, as peer interaction promotes social
perspective-taking.
Effects of Culture: - Tools of intellectual adaptation
Vygotsky claimed that infants are born with the basic abilities for intellectual
development called 'elementary mental functions' (Piaget focuses on motor reflexes and
sensory abilities).
Elementary mental functions include –
Attention
At its core, attention is our ability to shine a mental spotlight on a specific topic or event. As we
grow, our ability to concentrate becomes more pronounced. We’re able to focus on challenging
problems for longer and more reliably. We learn to tune out distractions. And, ultimately
become better learners.
Sensation
Vygotsky and his counterpart, Piaget, believed that play was essential to development.
Children’s interaction with the world is incredibly limited during the early years. Instead, we
encourage children to learn through their senses. Today’s toys allow kids to touch, see, taste,
and hear as they desire. Through these factors, they’re able to discern activities they enjoy from
those that cause discomfort.
Perception
Our capacity to interpret the world around us. This is generally seen as the interpretation of the
physical world. But as we develop, our perception expands to our emotions and experiences.
Perception determines the world we construct from chance interactions to falling in love. In my
eyes, this is the most crucial factor in adulthood. Two individuals can perceive the same event
in an entirely different manner. And, this can have severe social consequences.
Memory
In terms of learning and development, I believe this quote from Robert Sternberg best
encapsulates how to view memory.
“Memory is the means by which we draw on our past experiences in order to use this
information in the present.”
Not only does our knowledge increase as we age, but so does our capacity to encode and
retrieve memories. As infants, it’s believed that our brain is unable to bundle information in the
same way it does as we grow older. It’s due to this, most people can’t remember being an
infant. Once we can, we’re able to build the foundational knowledge necessary to succeed later
in life.
In all, these functions serve as a direct route to higher mental functions. Things like formulating
complex thoughts, problem-solving, and even learning on our own. The development of these
functions and our capacity to learn go hand-in-hand.
Eventually, through interaction within the sociocultural environment, these are
developed into more sophisticated and effective mental processes which Vygotsky refers to as
'higher mental functions.'
Each culture provides its children tools of intellectual adaptation that allow them to use
the basic mental functions more effectively/adaptively.
Tools of intellectual adaptation is Vygotsky’s term for methods of thinking and problem-
solving strategies that children internalize through social interactions with the more
knowledgeable members of society.
REFERENCES
McLeod, S. A. (2018).
Lev Vygotsky. Simply Psychology.
Assessment (plus 1pt)
1. In what year did Lev Vygotsky work to become as known as a sociocultural theory?
2. How old Lev Vygotsky died?
3. What is the difference between Vygotsky and Piaget? (2pts)
4. In what “called" Vygotsky claimed that infants are born with the basic abilities for intellectual
development?
5. Give at least two elementary mental functions? Explain each of them. (4pts)
Prepared by :
ARIANE G. DOMA
BSNed 1A