Lev Vygotsky was a Russian psychologist who developed a socio-cultural theory of cognitive development. He believed that higher-order thinking develops through social interactions rather than individual exploration. According to Vygotsky, children learn new skills through scaffolding provided by adults or more skilled peers, who structure learning experiences appropriate to the child's zone of proximal development. The zone of proximal development refers to tasks that are too difficult for a child alone but can be accomplished with guidance, and the teacher provides varying levels of support as the child masters a skill.

2. Vygotsky’s Socio- Cultural Theory of Cognitive Development

5. Vygotsky socio- cultural theory asserts that complex forms of thinking have their own origins in social interactions rather than in the child’s private exploration. Children's learning of new cognitive skills is guided by an adult or a more skilled child, who structures the child learning experiences, a process called scaffolding.

6. Appropriate Scaffold a. Adult must gain and keep the child's attention. b. Model the best strategy c. Adapts the whole process to the child's development level. (zone of proximal development)

7. He used this term to signify tasks that are too hard for the child to do alone but he can manage with guidance.

9. Vygotsky’s theory would play a greater role in the classroom than Piaget theory. Vygotsky’s theory emphasizes the need for social interaction in facilitating the child's development.