The document discusses sociocultural theory of cognitive development, which posits that cognition is shaped by social and cultural contexts. It focuses on Vygotsky's view that cognitive development occurs through interactions with others and the use of cultural tools like language. A key concept is the Zone of Proximal Development, which is the difference between what a child can do independently versus with guidance, and represents the child's potential development. Within the ZPD, scaffolding from a more knowledgeable person can help a child learn skills they are not yet able to master alone.

1. Sociocultural Theory of Cognitive Development

2. Constructivism
Cognition is the result of "mental construction"
Learning is affected by the context in which an idea is taught as well as by students' beliefs and attitudes.
The learner actively imposes organization and meaning on the surrounding environment.

3. Vygotsky’s Sociocultural Theory of Cognitive Development
The sociocultural theory:
Focus on DYADIC INTERACTIONS
Social world mediates children's cognitive development.
“Cultural Curriculum”

4. Principles and Concepts
Children construct their knowledge.
Knowledge is not transferred passively, but is personally constructed.
Language plays a central role in mental development.
The most significant sociocultural tool is language.
The learning is mediated.
Cognitive development is indirect; other people must interact with the learner, use mediatory tools to facilitate the learning process.

5. Mediated how?
•Via cultural (social) tools.
Organic tools = biologically endowed
….but cultural tools = :
•Technological devices
•Organized activities
•Symbolic systems (e.g., language, number, writing, maps, flags, etc.)

6. Principles and Concepts
Learning appears twice.
Social Level: between people (interpsychology)
Individual Level: inside the child (intrapsychology).
Development cannot be separated from its social context.
Learners need to interact with each other and use the new tools
Natural & Authentic

7.  Zone of Proximal Development (ZPD).
The difference between what a child can do
independently and what the child needs help from a
more knowledgeable person to do is the
Zone of
Proximal
Development
Principles and Concepts

8. Zone of Proximal Development (ZPD)
Distance Between Actual and Potential Knowledge
potential
knowledge
potential
actual
knowledge actual
Two children with the same actual knowledge travel different distances to their potential knowledge; therefore different ZPDs
ZPD
ZPD
Principles and Concepts

9. This is Michael.
This is an example of how ZPD can work in the life of a child

10. This is an example of how ZPD can work in the life of a child

11. Zone of Proximal Development & Cultural Influence
range of actual development
range of proximal development
Influence of cultural tools

12.  Scaffolding
“Role of teachers and others in supporting the learner’s development and providing support structures to get to the next stage or level.” Vygotsky
Teacher models the desired learning strategy or task then gradually shifts responsibility to the students.
–Provides support
–Extends the range of what a learner can do.
–Allows the learner to accomplish tasks otherwise impossible
–Used only when needed
Principles and Concepts

13. Vygotsky’s Theory
•The role of language
Piaget: Mind ≠ language
Vygotsky: Mind ≈ language
•Language organizes perception
•Pre-intellectual speech initially…
–Then, private speech
•Language crucial for self-regulating action

14. Vygotsky and Piaget
Piaget
Vygotsky
Both agree children are learners who actively construct knowledge
Thinking develops in recognisable stages which depend on natural maturation
Development of thinking is dependent upon language and culture
Role of teacher important but use of “more-expert other” not central
Use of “more-expert other” seen as fundamental part of cognitive development
Readiness is a central concept in education – children need to be ready to progress in their learning
Children should be actively encouraged to move through ZPD – do not need to be ready but should be given opportunity to engage in problems which are beyond current level of ability but within ZPD

15. Vygotsky and Piaget
Piaget
Vygotsky
Scaffolding not a key concept
Scaffolding is a central concept
Language reflects level of cognitive development
Language helps to develop cognitive abilities.
This theory was very influential in education but has need revising and underestimation of children’s abilities still a problem
This theory is still very influential in education

16. Type of Theory?
•Contextual - development does not occur in a vacuum.
•Quantitative AND Qualitative
•Nature and Nurture ‘interpenetrate’
> development = co-construction
–Inner speech  important for self-guidance and regulation
–Internalization and Appropriation

17. Implications
•Learning occurs in social situations
•Learning is best when naïve child is partnered by more knowledgeable child/adult.
•Children need support (i.e., scaffolding)
•Learning occurs in ZoPed.
Teacher has a primary role to play

18. Evidence
Bryant (1982).
Measure-2-towers task
Piaget et al (1960): Young children don’t measure > visual comparison
Exp. Group Control Group
Pre Post Pre Post
0.9 5.7 0.8 2.1
Results

19. Conclusion
•Sociocultural theory considers learning as a symbiotic process where participation in socially-mediated activities is essential.
•The theory regards instruction as crucial to cognitive development in the classroom. Instruction should be geared to the ZPD that is beyond the learner’s actual development level.
•Social instruction actually produces new, elaborate, advanced psychological processes that are unavailable to the organism working in isolation.

20. Gross anatomy of the brain

24. Understanding Movement
(Hauk, Johnsrude, & Pulvermüller 2004)

25. Grounding Language in Action
Away: “You handed Courtney the notebook.”
Toward: “Courtney handed you the notebook.”
Glenberg & Kashak (2002)