1. Vygotsky placed more emphasis on social and cultural influences on cognitive development compared to Piaget, who focused more on universal stages of development. 2. Vygotsky argued that social interaction and language use are important for children's cognitive development, whereas Piaget underestimated these factors. 3. According to Vygotsky, learning occurs within the "zone of proximal development" where children can solve problems with guidance from others, such as teachers, before solving problems independently.

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