Vygotsky's social development theory emphasizes how social interaction contributes to cognitive development. He believed that social learning precedes development, with children able to perform more advanced problems under adult guidance or collaboration with peers. A key concept is the Zone of Proximal Development, which represents tasks that children can solve with help from others but not independently. Vygotsky argued that optimal learning occurs within the ZPD with assistance from a More Knowledgeable Other, such as a teacher, peer, or technology resource.

2.  Vygotsky placed more emphasis on social contributions to
the process of development
 He focused on the connections between people and the
sociocultural context in which they act and interact in
shared experiences.
 According to Vygotsky, humans use tools that develop
from a culture, such as speech and writing, to mediate
their social environments. Initially children develop these
tools to serve solely as social functions, ways to
communicate needs.
About the Theory

3.  Lev Vygotsky was born November 17, 1896 in Orsha, a city
in the western region of the Russian Empire. He attended
Moscow State University, where he graduated with a
degree in law in 1917. His formal work in psychology did not
begin until 1924 when he attended the Institute of
Psychology in Moscow and began collaborating with
Alexei Leontiev and Alexander Luria. His interests in
Psychology were quite diverse, but often centered on
topics of child development and education. He also
explored such topics as the psychology of art and language
development.
Discovered By:

4.  Social Interaction
 The More Knowledgeable Other (MKO)
 Zone of Proximal Development
3 Major Themes

5.  Vygotsky felt social learning anticipates development.
He states: “Every function in the child’s cultural
development appears twice: first, on the social level,
and later, on the individual level; first, between
people (interpsychological) and then inside the child
(intrapsychological).”
 He believes that young children are curious and
actively involved in their own learning and the
discovery and development of new understandings.
Social Interaction

6.  MKO refers to someone who has a better understanding
or a higher ability level than the learner, with respect to a
particular task, process, or concept.
 For example: Teachers, Other adults, Advanced students,
sometimes even computers.
 Many times, a child's peers or an adult's children may be
the individuals with more knowledge or experience.
 For example: Who would know more about the latest teen
music group, how to be the newest black ops game, or
what is the latest dance moves, a child or their parent?
The More Knowledgeable Other
(MKO)

7.  This is an important concept that relates to the
difference between what a child can achieve
independently and what a child can achieve with
guidance and encouragement from a skilled partner.
According to Vygotsky learning occurs here.
 Vygotsky sees the ZPD as the area where the most
sensitive instruction or guidance should be given,
allowing the child to develop skills they will then use
on their own, developing higher mental functions.
Zone of Proximal Development
(ZPD)

8.  An example would be reading a book with a child.
 They are reading the words of the book out loud to you
as you follow along.
 They come across a word that in unfamiliar to them and
ask for help.
 Instead of directly telling them the word, show them
pictures of ask them questions about what they just
read.
 They will figure the word out on their own and come to
understand what the word means on their own.
 They will later learn to do it themselves first before
asking for help.
Zone of Proximal Development
(ZPD) Cont’d

9.  1: Vygotsky places more emphasis on culture affecting/shaping
cognitive development - this contradicts Piaget's view of
universal stages and content of development. (Vygotsky does
not refer to stages in the way that Piaget does).
 2: Vygotsky places considerably more emphasis on social factors
contributing to cognitive development (Piaget is criticized for
underestimating this).
 3: Vygotsky places more emphasis on the role of language in
cognitive development (again Piaget is criticized for lack of
emphasis on this).
Vygotsky's theory differs from that of
Piaget in a number of important
ways:
http://www.simplypsychology.org/vygotsky.html

10.  Technology can be used to facilitate learning within
the ZPD.
 Online activities and projects can encourage the co-
operation of students even when not in the classroom.
 Teachers can use videos and interactive worksheets to
engage their students and assist them through
scaffolding.
Teachers and Social Development
Theory with Technology

11.  Even without technology, the basic ideas are the
same.
 Students work better in groups according to Vygotsky,
so group projects from art all the way to presentations
on the latest math systems learned are a great way to
get kids learning.
 Scaffolding can be done with real world objects and
interactions, not just technological ones.
Teachers and Social Development
Theory without Technology

12.  Technology provides
 internet, library databases, and chat rooms, technology
resources
 students will be able to use an endless amount of resource's.
Being able to share information provides classroom opinions.
 The classroom, based on Vygotsky
 provides groups for peer instruction, collaboration, and small
group instruction.
 The environment of the classroom, the design of material to
be learn would promote and encourage student interaction
and collaboration.
 Leading into a classroom community.
Students and Social Development
Theory with Technology

13.  No Technology classes
 Less opportunity for educational search engines
 Classroom community is only able to excel with “in-
class” searches such as books, fellow peers, and
classroom curriculum.
 Still possible for a classroom community
 Unable to provide the class needs for certain topics.
Students and Social Development
Theory without Technology

14.  A group project on the major themes in Dracula in
which students would work in teams exploring one of
a list of possible themes.
 Each group would be required to use the teacher and
trusted websites for expert support
 The teacher would be hands on, helping students to
grasp the concept of themes woven throughout a
narrative, utilizing examples, handouts, and practice
examples.
Practical Application

15.  http://www.simplypsychology.org/vygotsky.html
 http://www.learning-theories.com/vygotskys-social-learning-theory.html
 [Learning in a Structured Environment. Photo]. Retrieved April 13, 2012, from:
http://www.hadd.ie/classroom.htm
 [Zone of Proximal Development. Photo]. Retrieved April 13, 2012, from:
http://www.innovativelearning.com/educational_psychology/development/zone-of-
proximal-development.html
 [Children in a Circle. Photo]. Retrieved April 13, 2012, from: http://www.voicesnow.org/
 [Math Teacher Helping Student. Photo]. Retrieved April 13, 2012, from:
http://www.teachersalary.org/wp-content/uploads/2011/06/Teacher-Salary-Math-
Chalkboard.jpg
 [Students and social Development theory with/without tech]. Retrieved April 13, 2012,
from: http://www.icpd.org/development_theory/SocialDevTheory.htm
Works Cited