Lev Vygotsky developed the socio-cultural theory of development which emphasizes that cognitive development is a result of social interactions and culture. He believed that thinking and learning occur on two levels: through interaction with others and independently. Vygotsky identified the zone of proximal development as the difference between what a child can do independently and with guidance, representing a learning opportunity. Scaffolding refers to the support provided to help a child accomplish a task within their zone of proximal development and then gradually removing assistance as the child masters the skill.

1. Vygotsky’s Socio-Cultural Theory of Development
Lev Vygotsky
- born in Russia on November 17, 1896 and died on June 11. 1934 at the age of 34.
- His work began when he was studying learning and development to improve his own teaching.
- He wrote on language, thought, psychology of art, learning and development and educating
students with special needs.
- His ideas about language, culture and cognitive development have become major influences in
psychology and education today.
- His experiences, together with his interest in literature and his work as a teacher, led him to
recognize social interaction and language as two central factors in cognitive development.
- His theory became known as Socio-cultural theory of development.
- Socio-cultural theory of development: emphasizes the crucial influence that social interactions
and language, embedded within a cultural context, have on cognitive development.
Remember: the word “socio-cultural” has two words in it: “social” and “cultural.” These are
the important influences on development that Vygotsky identified.
- He believed that individual development could not be understood without looking into social
and cultural context within which development happens.
Socratic Method
- This method was a systematic question and answer approach that allowed Vygotsky to
examine current thinking and practice higher levels of understanding.
Social Interaction
- Vygotsky emphasized that effective learning happens through participation in social
activities, making the social context of learning crucial.
- Parents, teachers and other adults in the learner’s environment all contribute to the
process. They explain, model, assist, give directions and provide feedback to the learner.
- Peers, on the other hand, cooperate and collaborate and enrich the learning experiences.
Language
- Language can be viewed as a verbal expression of culture.
- Every culture has the words it needs for its lifestyle.
- Language opens the door for learners to acquire knowledge that others already have.
- Learners can use language to know and understand the world and solve problems.
- Language serves as social function but it also has an important individual function.
- Language as individual function, helps the learner regulate and reflect his own thinking (e.g
children talk to themselves.)
- For Vygotsky, “talking-to-oneself” is an indication of the thinking that goes on in the mind of the
child. And this will lead to private speech.
Private Speech – is a form of self-talk that guides the child’s thinking and action.

2. Zone of Actual Development
- refer to a certain level of competency where a child attempts to perform a skill alone.
Zone of Proximal Development
- refer to the difference between what the child can accomplish alone and what he/she can
accomplish with the guidance of another.
- the zone represents a learning opportunity where a knowledgeable adult such as teacher or
parent or a more advanced peer can assist the child’s development.
The Zone of proximal Development (represented by the dotted line)
Scaffolding
- 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.
- If it can be done appropriately, it can make a learner confident and eventually he can
accomplish the task independently without any need for assistance.
Example situations :
Unzipping the lunch bag, opening the food container and putting straw in the child’s juice tetra
pack for her/him is not scaffolding. But when the adult unzips the zipper the zipper an inch or two,
and then holds the lunch bag still so that the child can continue to unzip the lunch bag is scaffolding.
Loosening the food container lid just a bit and letting the child open the lid himself is scaffolding.
Leading the straw to the hole and letting the child put the straw through the tetra pack hole is
scaffolding.

3. Scaffold and fade-away Technique
- a technique in which as the learners become more proficient, they able to complete tasks on
their own that they could not initially do without assistance, the guidance can be withdrawn.
Implications for teachers of Vygotsky’s Theory;
1. Adults and peers are critical to the learning process through scaffolding (support for
learning and problem solving. The support could be clues, reminders, encouragement,
breaking the problem down into steps, proiding and example, or anything else that
allows the student to grow in independence as a learner).
2. Assisted learning: providing strategic help in the initial stages of learning, gradually
diminishing as students gain independence.
3. Teaching in the Zone—not too hard, not too easy, but JUST RIGHT.
Reporter:
LEIZEL A. DESPI
BSED 2C