Initially between adult and child, gradually internalised, enabling thought
Language and thought are interdependent
Other People
Teachers, parents, peers, technology (more knowledgeable others) help to enforce learning
Vygotsky focused on the role of social interaction and culture in the development of cognition
Through interaction with others, a child develops the tools of culture (Language) which enables elementary functions (attention or memory) to develop into higher mental functions
Zone of proximal development
Vygotsky identified that there are things that a child knows, and things that a child cannot know, based on their age/stage
However, he argued that there is a space in between these, where a child can understand a concept with the support of MKE (ZPD)
Interaction with an expert other enables a child to process through their ZPD and learn as much as they are capable of
He argued that this is, crucially, more than what they are capable of independently
Scaffolding
Expert supports access to challenging material
Scaffolding is about providing support that is tailored to the individual and their ZPD, helping them to move towards greater understanding and independence
