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Social cultural theory by Vygotsky in Psychollogy
- 1. Social cultural theory ofcognitive development BY: LEV VYGOTSKY
- 2. Nida Falak Naz MPhil(II) National Institute of Psychology, Islamabad. naznazawan@gmail.com
- 3. Social Cultural Theory Learning occurs at Societal level.
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- 5. Social interaction isthe basis of learning and development.
- 6. Born on Nov17, 1896 in Russia. In 1911, admitted in the discipline of Law at Moscow University. Graduated in 1917 (Law). He was a prolific writer with 10 books and 270 scientific articles.
- 8. In 1920, heexperienced first attack of tuberculosis. In 1934, he died while dictating last chapter of his book “Taught & Language”. Much of his work left uncompleted because of his early death.
- 9. Vygotsky based his psychologyon Marxian theory.
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- 12. 1 2 3 Genetic Law Social originsof mind Mediated Mind
- 13. Genetic law Level ofchild’s cultural development Inter psychological Intra psychological
- 14. Elementary Mental Functions Attention Sensation Perception Memory
- 15. Higher Mental Functions Through interaction within social cultural environment, EMF developed into more sophisticated process.
- 16. History &Higher MentalFunctions Ontogenetic Social cultural Phylogenetic Micro genetic
- 17. Tools of IntellectualAdaptation People create “psychological tools” to master their own behavior such as speech, number system and memory aids. Child internalize from interaction within society. It enables children to use mental functions adaptively (i.e., from EMF to HMF).
- 18. Externa l Speech Private Speech Inner speech Language Is TheMain Tool Of Thought
- 19. Mind is Mediated HumanWorld Physical & Symbolic tools
- 20. Agents of mediation SymbolicTools Other Human Beings
- 21. Zone Of ProximalDevelopment Difference between what learner can do without help and what they can’t do without help.
- 23. More knowledgeable others Someone with better understanding or higher ability than learner. For example: Teacher, other adult, peers.
- 24. Play It isform of socializing. It shapes how children learn thinking skills and how they acquire language. Imaginative play. Mimicking Adults.
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- 28. Jerome Brunergave scaffolding theory in 1976. Scaffolding Theory
- 30. Barbara Rogoffextended Vygotsky theory with the idea of “guided participation”. Children exposed to complicated tasks with adults. Gradually, child learn to complete task independently. (Rogoff, 1990) Guided Participation
- 31. Situated Cognition Knowledge cannotbe separated from the context or situation in which it was acquired. (Lave & Wenger, 1991)
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- 33. “Mathematical attitude developmentfrom a Vygotskian perspective.” An analysis of mathematical life history interviews, Vygotsky's developmental theories, and research on attitudes toward mathematics. Examination and interpretation of the life histories confirmed the importance of 'bridging' experiences: such as significant interactions with materials, mentoring experiences, significant peer and interactions. Taylor, L. (1992). Mathematical attitude development from a Vygotskian perspective. Mathematics Educational Research Journal. 4(3), 1-23.
- 34. “Reciprocal Teaching Strategiesand Their Impacts on English Reading Comprehension.” Whenever teachers are faced with the problem of students who do not have adequate comprehension skills, they need to be able to train those students to use metacognitive strategies; otherwise, these students will continue to read texts emphasizing only words and not meaning. One set of metacognitive strategies are the reciprocal teaching strategies used to improve students' reading comprehension. Reciprocal teaching involves four main metacognitive reading strategies: predicting, questioning, clarifying, and summarizing. Ahmadi, M. R., & Gilakjani, A. (2012). Reciprocal teaching strategies and their impacts on English reading comprehension. Theory and Practice in Language Studies 2(10), 2053-2060.
- 35. “Applications of Vygotsky’ssociocultural approach for teachers’ professional development” Shabani, K., & Ewing, B., F. (2016). Applications of Vygotsky’s sociocultural approach for teacher’s professional development. Cogent Education, 3(1), 1-10. This paper outlines an approach to teachers’ professional development (PD) that originates in Vygotsky’s sociocultural theory (SCT), arguing that what Vygotsky claimed about students’ learning in the school setting is applicable to the teachers and that the developmental theories of Vygotsky resting on the notions of social origin of mental functions, unity of behavior and consciousness, mediation, and psychological systems can help more vividly understand the professional growth of teachers in their work places.
- 36. “Application of LevVygotsky’s Sociocultural Approach to Foster Students’ Understanding and Learning Performance” The current study endeavors to explore the application of the Vygotskian sociocultural approach to students’ cognitive development, particularly as related to the employment of experiential and peer learning, from both teacher and student perspectives. This is followed by a discussion of the inferences made in relation to the contributions of experiential and peer learning as salient educational delivery modes. As such, a presentation of teachers’ recounts about learning to teach… Helou, M., M. & Newsome, L., K. (2018). Application of lev vygotsky’s sociocultural approach to foster students’ understanding and learning performance. Journal of Education and Culture Studies, 2(4), 347-355.
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- 38. Criticism He createdichotomy between LMF and HMF, due to inadequate conception of lower psychological processes (Veer & Ijzendoorn, 1985). It emphasized the role of socialcollective, but disregard individual (Resnick, 1996). He said his theory is relevant to all culture, Rogoff (1990) dismisses this idea.
- 39. Criticism The ZPDalso does not explain the process of development or how development actually occurs (Chaiklin, 2003). Other investigators are finding that collaborative problem solving among peers does not always benefit, it may actually undermine task performance if the more competent collaborator is not very confident about what he knows or if he fails to give proper instructions (Levin & Druyan, 1993; Tudge, 1992).
- 40. Criticism Reliable archivesof Vygotsky work open to general public does not exist and as well as his writings are not complete. He over emphasized he role of language in thinking.
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Editor's Notes
- #4 He stressed the relationship between Psychological development and the sociocultural environment in which human Psychology develops. He defined socio cultural environment in the terms of social interaction between individuals and values or Practices of the culture. And tools and signs (language) that PeoPle used to support and extend their thinking. Human development is socially constructed. That is in the course of social interaction, the cultural context of development, cultural artifacts and the biological aspect of human system create new understanding. In other words, human Psychological functioning is an emergant ProPerty of the sociocultural exPeriances of the human organism.this means Psychological development is the dynamic and constructive Process, the outcome of which cannot be known before examining the individual and context separately from one another.
- #5 His focus was on Process that underlie development. He considered development as a Process of qualitative change that occur in the mediational means that an individual uses to understand and act uPon the world. he was interested in the changes that occur when elementary mental functions are transformed into higher mental functions. For him, HMF are the transformation of basic cognitive abilities into mental Processes that are capable of devising and carrying out conscious goal directed actions. Social and cultural Phenomena are instrumental to this development.
- #14 These are innate or inherited. They are involuntary, and isolated and unmediated.
- #15 They are voluntary, socially acquired and mediated by social means and link broad system of functions rather than as an individual unit. Hall mark of human intelligence. From involuntary memory to voluntary memory. From perception to reasoning. All humans are capable of developing these functions, the particular structure and content of higher mf depend on specific social interaction, as determined by culture in general and by each persons unique social situation of development.
- #16 History constribute to the development in 4 ways. polygenetic= how human mentation come to be distinguished from mental processes in other life forms through the integration of mediational means over the course of evolution 2 socio cultural= how the different types of symbolic tools develoed by human cultures throughout the course of their respective histories effected the kinds of mediation favoured, and with it the kinds of thinking valued by these cultures. 3. onto = how child appropriate and integrate mediational means, primarily language into their thinking activities as they mature. Micro= reorganization and development of mediation over a relatively short span of time. the sociocultural domain which concerns mediation and the different kinds of mediational tools adopted and valued by society; (b) the ontogenetic domain which studies the appropriation of mediational tools and how they are integrated into cognitive activity during the processes of an individual’s development; (c) the phylogenetic domain which concerns the evolutionary development of human’s mental organisms across generations; and (d) the microgenetic domain which focuses on the moment-to-moment co-construction of language and language learning during interpsychological activity over a short span of time.
- #17 Culturally learned rocesses such as language or technologies
- #18 The most powerful mediator of cognitive development is language. When children acquire language, they become able to reflect upon their thoughts and exercise control over their actions. Egocentric is talking to themselves aloud 4 to 7 years Ineer is silent dialogue with oneself.
- #19 It draws attention to the role Played by cultural tools and signs in mediating thinking and intelligent action. It emphasized how the social world is instrumental in the development and use of these mediational means, and therefore, is a constituent element of human intellectutal functioning. Critical aspect of his theory are the role of mediational means in higher Psychological functinin, the contributors of social and cultural exPeriances in Providing and supporting the development and use of mediational means, and the Primacy of development or in his words “genetic method. Cognitive development is not direct result of activity but indirect, other interact with learner use mediatory tools to facilitate the mearning and then development may occur.
- #20 they presuppose collective use, interpersonal communication, and symbolic representation" (p. 62). Of the material kind of tools we can mention anything the human being has invented to master nature (Vygotsky, 1978) from wood sticks to lap tops; the invention and use of material tools have transformed our way of thinking which has different consequences for each individual. Cole (2003) presents the example of the invention of money as a material tool to mediate in human transactions of goods, and shows how this invention has shaped the thinking of modern societies. The role of psychological tools is to mediate the psychological processes of humans. These tools have been transformed along the history of human beings; for example, the primitive humans used such psychological tools as casting lots, tying knots, and counting fingers (Kozulin, 1998) to mediate between their mind and the abstract world, and modern societies have transformed and updated these tools. The result of the upgrade of some of these tools is known as "symbolic tools" and among them there are numbers, arithmetic systems, music, art, and language (Lantolf, 2000). Symbolic tools belong to what Vygostsky (1978) called "higher intellectual processes", and are strictly human. The third type of mediation is through another individual. Vygoskty (1978) supports this idea in the following example: a child wants to grasp an object which is beyond his reach. In trying to do so, he points at it in an attempt to establish a direct relationship with the object. His/her mother comes to aid him/her interpreting the pointing as indexing the desire to reach the object. In this moment, pointing becomes a sign for others. When the child realizes the change in the function of pointing, its orientation changes, too. From this moment on the child will use the pointing to establish relationship with others and not with the object. The mother in this case, has become the mediator who helps the child reach his/her goal, through another mediation tool: pointing. Mediation then is the way in which humans establish a relationship between their mental representations and the world. As we will see below, mediation can take different forms.
- #21 Also called zone of Potential development. The region of sensitivity for learning . The more exPerianced Partner suPPorts the learner activity through the use of signs and tools of the culture. As the learner gains competency the mko gradually withdraws support. Thus the interpersonal become intrapersonal. He believed that what PeoPle do and learn in the course of collaborative cognitive activity is the foundation of cognitive development and social activity serves as the Primay unit of Psychological analysis in this aPProach.
- #26 Iaet believes that an individual is responsible for own learning while v said interaction Develoments end with formal stage but v don’t offer end oint children construct knowl-edge by transforming, organizing, and reorganizing previous knowledge. For Vygotsky, children con-struct knowledge through social interactions (Daniel & Auriac, 2011).
- #30 Guided participation is a collaborative process between children and their caregivers in which they interact and build upon current understanding to reach new understandings, with shifts in the children’s responsibility over time (Rogoff, 1990, 2003). For example, in a cooking activity a parent may allow a child to measure cups of flour independently, but will guide or assist the child in stirring something hot on the stove. The child learns through an apprentice-style relationship in the context of a culturally relevant task.
- #31 Lave argues that learning is situated; that is, as it normally occurs, learning is embedded within activity, context and culture. It is also usually unintentional rather than deliberate. Lave and Wenger call this a process of “legitimate peripheral participation”[2].
- #38 He considered lmf as natural, and hmf as cultural, which has been refused by later researches. So the distinction between both has been criticisez. Even natural rocesses are influenced by culture. Vygotsky asserted that the mind is not considered separate from the group. That is, Vygotsky maintained that knowing is relative to the situation in which the knowers find themselves. In turn, the theory does not recognize that individuals can rise above social norms based on their ability to bring about personal understanding (Lui & Matthews, 2005, p. 392). Such individuals would include gifted students or child prodigies.