Vygotsky Theory Stages Educational Implications

1. VYGOTSKY THEORY
Prepared by
Dr. Kanchan Khatreja
Assistant Professor
K.R. Mangalam University, Gurugram

3. LEV VYGOTSKY
( 1896 – 1934 )
Russian psychologist and a
contemporary of jean piaget proposed
a theory of cognitive development
known as ‘sociocultural theory’.
Lev was only 38 when he died of
tuberculosis but during his brief life he
produced over hundred books and
articles.
One of his key ideas was that are
specific mental structures and
processes can be traced to a
interactions with others.

4. SOCIOCULTURAL
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 stress 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.”
Vygotsky’s theory is comprised of concepts such as
culture - specific tools, private speech, and the zone of
proximal development.

5. VYGOTSKY’S
SOCIOCULTURAL THEORY
• This theory is related to cognitive development of child . Lev vygotsky stressed the
importance of social interactions and culture in development.
• He believed that the way children think would also depend on their culture hence
cognitive development will vary according to the culture.
• We also believe that children can learn more through social interactions when more
intelligent person help them in learning.
• Children are unable to learn and developed if they are removed from the society or our
forbidden to interact with it.
• All his learning eventually take place when he works with other people such as his
parents teachers and classmates.
• Vygotsky is quick to point out that everyone is born with basic or elementary functions or
abilities that will be present by birth such functions are called lower elementary functions.

6. ROLE OF SOCIAL
INTERACTION IN
COGNITIVE
DEVELOPMENT :
LANGUAGE
Vygotsky believed that language is the most
important tool that human could Utilize.
SOCIAL SPEECH – external communication
that people use to talk with other people.
PRIVATE SPEECH – internal communication
that a person directs to themselves. It serves
an intellectual function.
SILENT INNER SPEECH – private speech
diminish in its audibility until it become a self
regulating function.

7. MORE KNOWLEDGEABLE OTHER
(MKO)
Vygotsky defined intelligence as “the
capacity to learn from instruction”.
According to him, these are those
people, who are more knowledgeable
and have better expertise in a particular
domain. These MKO can help in
improving the skill of the children. MKO
need not to be a person in all instances.
Sometimes, MKO can be computers
also.

8. WHAT IS
SCAFFOLDING?
Vygotsky used this term to describe social and
instructional support provided by MKO to students
to learn new concepts and skills. Once the skill is
learned by student, the instructional support is
withdrawn, just like scaffolding after completing the
construction.
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.

9. ZONE OF PROXIMAL
DEVELOPMENT (
ZPD)

10. ZONE OF PROXIMAL
DEVELOPMENT (ZPD)
• According to Vygotsky, social interaction plays a vital role in the learning process.
• He emphasizes the role of “shared language” in the development of thought and language which stands for
social interaction.
• Vygotsky (1962) theorized that two levels determine the learning process- ego-centricity and social
interaction.
• Ego Centricity- The child’s actual development level is determined by independent problem solving.
• Social Interaction- The next level is determined through problem solving under adult guidance in
collaboration with more peers that are capable.
• The difference between these two types of development forms has been called “Zone of
Proximal Development” (ZPD).

11. ZPD ORIGIN
• He believed that children would not advance very far if they were left to discover
everything on their own (maths & writing). Vygotsky noted that good teachers
should present material that is too difficult and “pull the students along.”
• He argued that, rather than examining what a student knows to determine
intelligence, it is better to examine his or her ability to solve problems independently
and his or her ability to solve problems with an adult’s help
New concept:
The zone of proximal development is an area of learning that occurs when a person
is assisted by a teacher or peer with a skill set higher than that of the subject. The
person learning the skill set cannot complete it without the assistance of the teacher
or peer. The teacher then helps the student attain the skill the student is trying to
master, in hopes that the teacher will no longer be needed for that task.

12. HOW VYGOTSKY THEORY DIFFERENT FROM PIAGET
THEORY OF COGNITIVE DEVELOPMENT

13. EDUCATION IMPLICATIONS
A contemporary educational application of Vygotsky’s theory is “reciprocal teachinged to
improve students’ ability to learn from text. In this method, teachers and students collaborate
learning and practicing four key skills: summarizing, questioning, claritying, and predicting. The
teacher’s role in the process is reduced over time.Also, Vygotsky theory of cognitive
development on learners is relevant to instructional concepts such as “scaffolding and
Internship,” in which a teacher or more advanced pe helps to structure or arrange a task so that
a novice can work on it successfully.Vygotsky’s theories also feed into the current interest. N
collaborative learning, suggestingthat group members should have different levels of ability so
more advanced peers can help less advanced members operate within their ZPD.

14. Bibliography
• https://www.simplypsychology.org/vygotsky.html
• https://www.slideshare.net/MarianaInciarte/vygotsky-48020794
• https://youtu.be/JRCms5jbkBY
• S.k Mangal
• Lura.E . Berk