it will be a big help

1. UNIVERSITY OF SOUTHERN MINDANAO
VYGOTSKY'S
SOCIO-CULTURAL
THEORY

2. 2
• Lev Semyonovich Vygotsky
• Born on November 17, 1896
• A soviet psychologist
• He was educated under a teacher
who used the socratic method
• Interest in literature and his work as
a teacher
• Known for his Socio-cultural theory
of development.
VYGOTSKY'S BACKGROUND

3. INTRODUCTION
The key theme of Vygostky theory is that social
Interaction plays a very important role in cognitive
theory. He believed that the individual development
could not be understood without looking into social and
cultural context within which development happens.
Scafolding is terms for appropriate assistance given by
the teacher to assist the learners to accomplish a task.
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4. Social Interaction - He emphasize that effective learning
happens through participation in social activities, making the
social context of learning crucial.
Language - Vygotsky believed that language develops from
social interactions, for communication purposes. Learner can
use language to know and understand the world and solve
problems. Private speech is a form of self talk that guides the
child's thinking and action.
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There are two central factors in communication
development recognized by Vygotsky:

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1. First, through interaction with others, and then
integrated into the individual’s mental structure.
2. And the second is limited to a "zone of proximal
development" (ZPD).
Vygotsky believed everything is
learned on two levels

6. ZONE OF POXIMAL
DEVELOPMENT
• The Zone of Proximal Development is defined as the
space between what a learner can do without assistance
and what a learner can do with adult guidance or in
collaboration with more capable peers.
• The zone represents a learning opportunity where a
knowledgeable adult such as a teacher or parent or a
more advanced peer can assist the child's development.
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When a child attempts to perform a skill alone, she
may not be immediately proficient at it. So, she
alone may perform at a certain level of
competency. We refer to this as the Zone of actual
development.
Example

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9. • The support or assistance that lets the child a task
s/he cannot accomplish independently.
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SCAFFOLDING
The examples of scaffolding are:
 Loosening the food container lid just a bit and and letting the
child open the lid himself is scaffolding.
 A student might be learning how to zip up her own jacket. Her
teacher will show her each step she needs to take in order to
do that is scaffolding.

10. Scaffolding provides:
Clear direction
Clear expectations
Increasing independence gradually
Motivation and momentum.
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General possible scaffolding in the classroom
examples include:
Show and tell, Tap into prior knowledge, Give time
to talk, Pre-teach vocabulary, and Use visual aids.

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 Scaffold and fade-away technique is when
learners become more proficient, able to complete
tasks on their own that could not initially without
assistance.
 Scaffolding when done appropriately can make a
learner confident and eventually he can accomplish the
task independently without any need of assistance.

12. CONCLUSION
• VYGOTSKY'S ideas about language, culture and cognitive
development has became major influences in psychology
and education today.
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13. Prepared by:
KINGA, AMAL D.
MAAS, NORHODA B.
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