Work Education- Lev Vygotsky

1. Psychological Basis for Work in
Education-Lev Vygotsky
Dr. Peeyush Kamal

2. Lev Vygotsky (1896-1934)
Lev Vygotsky was a seminal Russian psychologist who is best known for his sociocultural
theory.
He believed that social interaction plays a critical role in children's learning.
Imitation, guided learning, and collaborative learning all play a critical part in his theory.
In a ranking of eminent psychologists, Vygotsky was identified as the 83rd most influential
psychologist during the 20th century.
"Learning is more than the acquisition of the ability to think; it is the acquisition of many
specialised abilities for thinking about a variety of things."—Lev Vygotsky, Mind in Society,
1978

3. Vygotsky’s theory did not lie out a linear pathway for development like Piaget. w Instead, Vygotsky
believed that cognition developed through social interaction, and that the environment of the child played a
central role in their developmental pathway. w Thus, rather than being biologically driven, the amount,
type, and intensity of social interaction will determine a child’s cognitive development, according to
Vygotsky.
Vygotsky stressed that: The sociocultural environment is the most important factor in development
Cognition develops through social interaction Cognitive development is a product of culture Social
interaction is crucial Instruction is needed – primarily verbal – to guide development
Vygotsky’s big idea: Zone of Proximal Development -- there is a gap between an individual actual and
potential development that can be bridged through social interaction – thus leading to learning Private
Speech – he believed that the verbal cues kids display when performing a task evidence the importance of
language in development. This pattern then goes internal, but people still use private speech to help their
cognition, e.g. social speech – private speech -- thought

4. The Zone of Proximal Development
The zone of proximal development is "[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." (Lev Vygotsky, Mind in Society, 1978).
The "zone" is the gap between what a child knows and what they do not yet know.
Acquiring the missing information requires skills that a child does not yet possess or cannot
do independently, but which they can do with the help of a more knowledgeable other.
No matter who serves as the more knowledgeable other, the key is that they provide the
needed social instruction within the zone of proximal development (when the learner is
sensitive to guidance).

5. Vygotsky instead believed that the proper way to test young students was to test their ability to solve
problems both independently and with the help of an adult.

6. Instructional Scaffolding
Instructional scaffolding, also known as "Vygotsky scaffolding" or just "scaffolding," is a teaching method that helps
students learn more by working with a teacher or a more advanced student to achieve their learning goals.
The theory behind instructional scaffolding is that, compared to learning independently, students learn more when
collaborating with others who have a wider range of skills and knowledge than the student currently does. These
instructors or peers are the "scaffolding" who help the student expand her learning boundaries and learn more than she
would be able to on her own.
Vygotsky scaffolding is part of the education concept "zone of proximal development" or ZPD. The ZPD is the
set of skills or knowledge a student can't do on her own but can do with the help or guidance of someone else. It's the
skill level just above where the student currently is.
ZPD is often depicted as a series of concentric circles. The smallest circle is the set of skills a student can learn on her
own, without any help. Next is the ZPD, or skills a student wouldn't be able to do on her own, but can do with a
teacher or peer helping her. Beyond that are skills the student can't do yet, even with help.
Proponents of ZPD and instructional scaffolding believe they are highly effective ways to maximize a student's learning.
Scaffolding can be used to help a person of any age learn something new, but in the classroom it is most often used
with younger students (preschool and elementary school) since they are learning new skills and concepts they
haven't been exposed to before most frequently.

7. Sociocultural Theory
Human development results from a dynamic interaction between individuals and society. Through
this interaction, children learn gradually and continuously from parents and teachers.
However, this learning varies from one culture to the next. It's important to note that Vygotsky's
theory emphasizes the dynamic nature of this interaction. Society does not just impact people;
people also affect their society.
Vygotsky's theories became known in the West as new concepts and ideas were introduced in the
fields of educational and developmental psychology.

8. Educational Implication
Education should built on previous knowledge.
The environment of the child played a central role in their developmental pathway. w Thus, rather than
being biologically driven, the amount, type, and intensity of social interaction will determine a child’s
cognitive development.
Because children develop at different rates there is a gap between a child’s actual and potential
development, according to Vygotsky. Social interaction, especially in the classroom, can bridge this gap.
Teacher is needed as a guide to help bridge the gap Cooperative and group learning where students are
provided the opportunity to learn from their peers can tighten this gap and provide a positive learning
environment for students of all levels. Don’t try to push beyond the gap- sensible challenges.

9. Vygotsky vs. Piaget
Their ideas have some similarities, there are also significant differences, including:
● Vygotsky did not break down development into a series of predetermined stages as Piaget did.
● Vygotsky’s theory did not lie out a linear pathway for development like Piaget. w Instead, Vygotsky
believed that cognition developed through social interaction, and that the environment of the child
played a central role in their developmental pathway. w Thus, rather than being biologically driven,
the amount, type, and intensity of social interaction will determine a child’s cognitive development,
according to Vygotsky.
● Vygotsky stressed the important role that culture plays, suggesting cultural differences can have a
dramatic effect on development. Piaget’s theory suggests that development is largely universal.
● Piaget’s theory focuses a great deal of attention on peer interaction while Vygotsky’s theory stresses
the importance of more knowledgeable adults and peers.
● Vygotsky’s theory heavily stressed the role that language plays in development, something that
Piaget largely ignored.
● Unlike Piaget's notion that children 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