Lev Vigotsky Sociocultura Theory

1. UNIVERSIDAD MARIANO GÁLVEZ DE
GUATEMALA

2. LEV VIGOTSKY
PRESENTATION

3. LEV VIGOTSKY
November 17, 1896 to June 11, 1934
He was a seminal Russian psychologist, who is best-known
for his sociocultura theory. He believed that social
interaction played a critical role in children's learning.
He also thought that culture play a very important role in
this process. Another important aspects for his theory
are guided learning, imitation and collaborative learning.

4. Lev Vygotsky was born in Orsha, a city in the western region of the
Russian Empire.
He attended Moscow State University, where he graduated with a degree
in law in 1917. He studied a range of topics white attending university,
including sociology, linguistics, psychology, and philosophy. However, his
formal work in psychology did not begin until 1924 when he attended the
Institute of Psychology in Moscow.
He completed a dissertation in 1925 on the psychology of art but was
awarded his degree in absentia due to an acute tuberculosis relapse that
left him incapacitated for a year. Following his illness, Vygotsky began
researching topics such as language, attention, and memory with the
help of students including Alexei Leontiev and Alexander Luria.

5. LEV VIGOTSKY CAREER
Lev Vygotsky was a prolific writer,
publishing six books on psychology topics
over a ten-year period. His interests
were quite diverse but often centered
on issues of child development and
education. He also explored such
subjects as the psychology of art and
language development.

6. LEV VIGOTSKY THEORY
Lev Vygotsky also suggested that human development
results from a dynamic interaction between
individuals and society. Through this interaction,
children learn gradually and continuously from parent
and teachers. This learning, however, can vary from
one culture to the next.
It is important to note that Vygotsky's theory
emphasizes the dynamic nature of this interaction.
Society doesn't just impact people; people also affect
their society. Vygotsky's theory stresses the
fundamental role of social interaction in the
development of cognition, as he believed strongly that
community plays a central role in the process of
"making meaning."

7. IMPORTANT ASPECTS OF THIS THEORY
The Zone of Proximal Development
It has been defined as: “the distance between the actual developmental
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. Essentially, it
includes all of the knowledge and skills that a person cannot yet understand
or perform on their own yet but is capable of learning with guidance.
Scoffolding Aspect
It is the support that students receive in order to learn. It focus what
students what can do on their own without support, step by step in order to
master students in the area or ability that teachers want.

8. EMPHASIS OF HIS THEORY
 He emphasizes the culture because he believed that culture
affects cognitive development.
 He emphasizes the social factors. He believed that they
contribute to cognitive development.
 He places emphasis on the role of language in cognitive
development.
 He believed that adults are an important source of cognitive
development.

9. HOW CAN THIS THEORY HELP?
• Helps us to understand how people learn in social contexts.
• Teachers can understand how students learn from each other.
• Helps teachers to construct active learning communities.
• Helps teachers to create a learning environment in which
students can maximize the ability of interacting with each other
through discussion, collaboration and feedback.
• Helps teacher to promote thinking, to develop reasoning and
support
• Cultural activities which help students to interact with each
others.

10. CONCLUSION
After this investigation about Lev Vigotsky;
I can say that it is very important to
know about different theories of different
authors who are contributed to education
and to improve the learning process and
for understanding better this process
and students too.

11. ACTIVITY
LEARNING WORDS ACTIVITY
Teachers gives students in group some beans for helping them to
identify how many sounds have the words that teacher brings to
class in order they can interact and help each other and master
these words. The student might be asked to place a bean on the
table to show each sound in a word, and finally the students
might identify the sounds without beans. When teacher provides
students with beans teacher is using the scaffolding aspect of the
Lev Vigotsky Theory.

12. UNIVERSIDAD MARIANO GÁLVEZ DE GUATEMALA
WORKSHEET FOR APPLYING THE LEV VIGOTSKY THEORY
MEMBERS NAME:_________________________________________________________________
________________________________________________________________________________
DATE:___________________________________________________________________________
GENERAL DIRECTIONS: Use your pencil for working this worksheet.
WORDS:
mom, dad
grandmother grandfather
sister brother
parents baby
aunt uncle
niece nephew
daughter son

13. I PART: With the beans that teacher gives you select the number of beans that each word
have for learning the Family Members Vocabulary. Do this activity with the group that
II PART: After do part I, without beans, write in the blanks the letters that are missing
from the same vocabulary.
1. m ___ m 8. d a _____
2. g r ____ n _____ m_____ t h ____ r 9. g ___ a ____ d f ____ t ____ e r
3. s_____ s _____ _____ r 10. b___ o t ____ e ____ r
4. p____ r e ____ t_____ 11. b____ b_____
5. a ____ n __ 12. u____ c___ _____
6. n ____ e c ____ 13. n____ p h ____ _____
7. d____ u g ____ t ____ r 14. s____ n