sociocultural cognitive

1. "Leo Vygotsky's
Socio-Cultural
Theory of
Cognitive
Development"
By: Antonia Laguidao

2. ➮ Vgostsky's theory on development is more social in focus.
He did not propose stages but emphasized on cultural factors
in cognitive development and stressed the role of language in
cognitive development.
➮The key theme of Vygotsky's theory is that social
interaction plays a very important role in cognitive
development. He believed that individual development could
not be understood without looking into the social and
cultural context within which development happens
LEO VYGOTSKY'S SOCIO-CULTURAL THEORY OF
COGNITIVE DEVELOPMENT

3. ➮ 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 learners'
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
KEY CONCEPTS IN LEO VYGOTSKY'S
SOCIO-CULTURAL THEORY OF
COGNITIVE DEVELOPMENT
Social Interaction.

4. ➮ Vygotsky believed in the
crucial role that culture played
on the cognitive development of
children. For instance, one
culture's view about education,
how children are trained early in
life all can contribute to the
cognitive development of the
Cultural factors.

5. ➮Children talk to themselves. Observe
preschoolers play and you may hear,
"Gagawin ko itong airplane (holding a
rectangular block), tapos ito ang airport
(holding two long blocks)." For Vygotsky,
this "talking-to-oneself" is an indication of
the thinking that goes on in the mind of
the child. This will eventually lead to
private speech. Private speech is a form of
self-talk that guides the child's thinking
Language.

6. ➮Vygotsky believed in the essential
role of activities in learning. Children
learn best through hands-on
activities than when listening
passively. Learning by doing is even
made more fruitful when children
interact with knowledgeable adults
and peers.

7. ➮ When a child attempts to perform a
skill alone, she/he may not be
immediately proficient at it. So, alone
she/he may perform at a certain level of
competency. We refer to this as the
zone of actual development. However,
with the guidance of a More
Knowledgeable Other (MKO),
competent adult or a more advanced
ZONE OF PROXIMAL
DEVELOPMENT

8. ➮The difference between what the child can
accomplish alone and what she/he can accomplish
with the guidance of another is what Vygotsky
referred to as zone of proximal development.
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
➮ Scaffolding is the support or assistance that
lets the child accomplish a task he cannot
accomplish independently. Scaffolding is not
about doing the task for the child while he

9. Scaffolding 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.
Not scaffolding: doing
the task for the child, or
taking shortcuts (e.g.,
unzipping the lunch bag,
opening the container,
and putting the straw in
for the child).
KEEP IN MIND:

10. True scaffolding: giving
just enough help so the
child can continue the
task on their own.
■ Example: unzipping the bag a little
and letting the child continue.
■ Example: loosening the container
lid and letting the child open it.
■ Example: guiding the straw to the
hole and letting the child insert it.

11. ➮The examples given shows how the
right amount of assistance bridges
the gap between the learner’s
current skill level and the desired
skill level. As learners become more
proficient, able to complete tasks
on their own that they could not
initially do without assistance, the
guidance can be withdrawn. This is
called scaffold and fade-away

12. ➮Scaffolding, when done
appropriately can make a
learner confident and
eventually he/she can
accomplish the task without
any need for assistance.

13. WHEN THE MKO SCAFFOLDS, THE PROCESS
MOVES IN FOUR LEVELS:
1. I do, you watch.
- The MKO demonstrates the task
while the learner observes.
2. I do, you help
- The MKO is still leading, but the
learner starts participating.

14. WHEN THE MKO SCAFFOLDS, THE PROCESS
MOVES IN FOUR LEVELS:
3. You do, I help
- The learner takes the lead, while
the MKO provides support only
when needed.
4. You do, I watch
- The learner now performs the task
independently, while the MKO observes

15. Learning will depend in the
skill of the MKO, and the
learners readiness and ability
to learn and the difficulty of
the skill being learned.

16. THANK
YOU