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1. SocioculturalTheory
principles
Lev Vygotsky
MA. JOVELYN R. CANENET
MAT - English

2. Sociocultural theory grew from the work of
influential psychologist Lev Vygotsky, who
believed that parents, caregivers, peers, and the
culture at large were responsible for
developing higher order functions.

3. 3 main principles
• Social Interaction
• The More Knowledgeable Other
• Zone of Proximal Development

4. SocialInteraction

5. SocialInteraction

6. Themore knowledgeableother

7. ZONE OF PROXIMAL DEVELOPMENT
(ZPD)
"the distance between the actual development level
as determined by independent problem
solving and the level of potential development
as determined through problem solving under
adult guidance or in collaboration
with more capable peers"
(Vygotsky, 1978).

8. Zoneof proximaldevelopment (zpd)

9. Zoneof proximaldevelopment
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.
(zpd)

10. Zoneof proximaldevelopment
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.
(zpd)

11. Two Features of zpd
SCAFFOLDING
Appropriate assistance given by
the teacher to assist the learner
accomplish a task.

12. Two Features of zpd
SCAFFOLDING
Requires that an instructor shows example how to solve a
problem, while controlling the learning environment so that
students can take things step by step expanding their
knowledge without excessive frustration.

13. Two Features of zpd
RECIPROCAL TEACHING
A highly successful teaching method, it provides
an environment of open dialogue between student
and teacher which goes beyond a simple question
and answer session.

14. INTO THE CLASSROOM
• Peer to peer
• Parents/family
• Community

15. Teacher’s Role:
Identify goals that students need to meet and what work needs to be
accomplished. Provide higher level of assistance than peers who are able
demonstrate understanding.

16. Teacher’s Role:
Use the resource of family to help students attain their educational goals. Use
these members as the more competent individuals to assist the students,
thereby increasing their ZPD. Again, this fits into Vygotsky’s theory because it
utilizes the student’s strongest connection, that of family, to create scaffolding
that the student can build on to meet the identified goals. For ELLs, they are
also able to learn in their primary language.

17. • Bringing community members into the class introduces students
to a larger “family” than what they find when they go home.
• Accomplishes many of the same objectives as formal family
members, but provides extra scaffolding.
• Introduces students to new ways of thinking and problem solving
Teacher’s Role:
The same as utilizing formal family members.

18. 1) Children construct their knowledge.
2) Development cannot be separated from its social
context.
3) Learning is mediated.
4) Language plays a central role in mental development.

19. CONCLUSION
 Sociocultural theory considers learning as a semiotic process
where participation in socially-mediated activities is essential.
 Social interaction emphasized that effective learning happens
through participation in social activities, making the social
context of learning crucial.
 Vgotsky theory was important in education since these works
provide tools for the development of individuals learning.

20. REFERENCES
 http://www.ceebl.manchester.ac.uk/events/archive/aligningcollaborati
velearning/Vygotsky.pdf
 https://www.simplypsychology.org/Zone-of-Proximal-
Development.html
 https://www.verywell.com/what-is-sociocultural-theory-2795088
© 2017