Vygotsky argued that children's cognitive development is shaped by social and cultural interactions. He proposed that children learn through guided participation with more skilled partners, internalizing social speech to promote private speech and thinking. A key concept is the Zone of Proximal Development, referring to tasks a child can accomplish with assistance that delineates their potential for development. Effective teaching provides scaffolding and cooperative learning opportunities tailored to students' ZPDs.

1. SOCIOCULTURAL
CONSTRUCTIVISM

2. If Piagaet’s view of learning
and language acquisition is
centered on the children’s changes
of logical thinking through four
stages based on maturation and
experience, Vygotsky’s view is
centered on the role of culture and
social and adults in the
environment.

3. Vygotsky even argued that
children’s speech is a major tool
in their development of thinking.
Lev Vygotsky proposed a
sociocultural model of human
which is cognitive, development
commonly known as social or
cooperative learning.

4. Vygotsky emphasizes the
importance of private speech,
children talking to themselves, for
turning shared knowledge into
personal knowledge.
Vygotsky also proposed that
children incorporate the speech of
others and use that speech to help
themselves solve some problem.

5. The most important contribution
of Vygotsky’s theory is an emphasis
on the sociocultural nature of
learning (Vygotsky, 1978; Wertsch,
1986). He explained that every
individual has zone of proximal
development

6. (ZDP) the gap between actual
ability (AA), something that
learners can do their own and
potential ability (PA) something
that they can do with help and
supervision (scaffold).

8. Vygotsky’s refers to scaffolding as
the assistance that is provided by more
competent peers or adults which means
providing a child with a great support
during early stages of learning and
then diminishing support and having
the child take on increasing
responsibility as soon as he or she is
able (Slavin, 1997).

9. Tasks within the zone of proximal
development are those that a child
cannot yet do alone but could do with
the assistance of more competent
peers or adult.
The zone of proximal
development describes tasks that a
child has not yet learned but is
capable of learning at a given time.

10. Vyotsky further believed that higher
mental functioning usually exists in
conversation and collaboration among
individuals before it exists within
individual (Slavin, 1997).
Slavin (1997) derives some
implications of Vygotskian theory in
teaching-learning process to support
children’s language acquisition and
development.

11. • Set up a desirable and interesting
cooperative learning arrangements
among groups of students with
differing levels of ability.
• Plan cooperative learning activities
with groups of children at different
levels who can help each other learn.

12. • Give emphasis on scaffolding with
students taking more and more
responsibilities for their own learning.
• Plan instruction to provide practice
at the upper levels of the zone of
proximal development for individual
children or for groups of children.

13. • Provide hints and prompts at
different levels to scaffold children’s
learning at varying degrees of
complexity.