Vygotsky sociocuktural theory

1. Hachelle Doton
BSED 4C-TCP

2. • He was born in Russia on
November 17, 1896 and died
on June 11, 1934 at the age of
37.
• His work began when he was
studying learning and
development to improve his
own teaching
• He wrote on language,
thought, psychology
development and educating
students with special needs

3. • His experience, together
with his interest in
literature and his work as a
teacher, led him to
recognize social interaction
and language as two
central factors in cognitive
development.
• His theory became known
as Socio-Cultural Theory of
Development.

4. Sociocultural Theory of Development
-emphasizes the crucial influence that social
interactions and language, embedded within a
cultural context, have on cognitive development.

6. Vygotsky gave more weight on Social
interactions that contributed to the
cognitive development of individual.
He emphasized that effective learning
happens through participation in social
activities.
Parents, teachers and other adults in the
learner’s environment all contribute to the
process. They explain, model, assist, give
directions and provide feed back.
Peers cooperate and collaborate and enrich
the learning experience.

8. CULTURAL FACTORS

9. Vygotsky believed in the crucial role
that culture played on the cognitive
development of children.
He looked into the wide range of
experiences that a culture would give
to a child.

10. How children
are trained
early in life
all can
contribute to
the cognitive
development
of the child

12. • Can be viewed as a verbal expression of culture.
• Every culture has the words it needs for its
lifestyle.
• It opens the door for learners to acquire knowledge
that others already have.
• It is use to know and understand the world and
solve problems.
• It serves a social function but it also has an
important individual function. It helps the learner
to regulate and reflect on his own thinking

13. Private Speech- is a form
of self-talk that guides the
child’s thinking and
action

14. S is like a
ssssnake
I gotta go up,
then down, then
up.
N

15. • Vygotsky believed in the essential
role of activities in learning.
• Children learn best through hands-
on activities than when listening
passively
• “Learning by doing”

17. Zone of Actual
Development
More Knowledgeable
Other
 Refers to someone who has a
better understanding or
higher ability level than the
learner with respect to a
particular task, process or
concept.
 E.g. teachers, adults advance
students or sometimes
computers.
Refers in which the
child may perform
at a certain level of
competency and
she / he may not
immediately
proficient at it
Zone of Proximal Development
-Refers to the difference between what the
child accomplish alone and what he / she can
accomplish with guidance of another.

18. The known:
What I can do by
myself
The unknown:
What I cannot do at all
Zone of Proximal Development:
What I can do with the help of someone else.
THE LEARNING SPACE

20. Refers to the support or
assistance that lets the child
accomplish a task he/she cannot
accomplish independently.
It is not about doing the task for
the child while he/she watches.
It is not about doing short cuts for
the child.
It should involve the judicious
assistance given by the adult or
peer so that the child can move
from the zone of actual to the zone
of proximal development

21. The Zone of Proximal
Development

22. Unzipping the lunch bag,
opening the food container
and putting straw in the
child’s juice tetra pack for
her / him is NOT
SCAFFOLDING

23. When the adult unzips the
zipper an inch or two and then
holds the lunch bag still so that
the child can continue to unzip
the lunch bag.
Loosening the food container lid
just a bit and letting the child
open the lid himself.
Leading the straw to the hole
and letting the child put the
straw through the tetra pack

24. SCAFFOLD AND FADE-AWAY
TECHNIQUE
- a technique in which as the learners become
more proficient, they able to complete tasks on
their own that they could not initially do without
assistance, the guidance can be withdrawn.

25.  Adults and peers are critical
to the learning process
through scaffolding.
 Assisted learning: providing
strategic help in the initial
stages of learning, gradually
diminishing as students gain
independence.
 Teaching in the Zone—not too
hard, not too easy, but JUST
RIGHT.