Vygotskys theory

• focused on the social influences on cognitive development

  • as a result, called the social development theory
• difference between piagets theory and vygotskys theory 


  vygotsky argued that social learning preceeded developmental progress, rather than cognitive development being rewuired in order to harness another ability
• key assumptions of vygotsky

  innate abilities

  the role of culture

  the role of language

  social interactions

  the individual level
• innate abilities 


  he believed that children have innate cognitive abilities, including perception, sensation and memory which all contribute to the learning process

  through social and cultrual influence, these abilities become higher in function, but how they manifest will vary due to culture
• the role of culture

  he believed that social learning is the principle driving cognitive development

  as a result, he felt that marked cross-cultrual differences would be found in cognitive development

  • adults in childs life are key elements of their cognitive development
• the role of language

  he argued that the ability to think and the ability to use language were initially seperate, which then join togeather in later development, leading to greater cognitive development
• social interactions 


  part of vjgotskys approach is the importance of interpersonal relationships and the influence of mentors known as the more knowledgable other who guide learning of the child
• the individual level 


  while much of vygotskys theory emphasises the social cultrual influences on development, he also recognises the importance of intrapersonal interactions

  he argues cognitive development development takes place on a social level and then on an individual level

  when a child posesses thier inner speach, they are able to reflect upon problems and seek solutions with the help of others
• key features of vygotskys theory

  • the zone of proximal development
  • scaffolding
• the zone of proximal development 


  refers to the area between what a child can and cannot do, where they can accoumplish tasks with assistance

  produces further learning capabilities which aids cognitive development

  more knowledgable other is required as part of this process in order to support learning and skills aquisition

  • only defining feature of MKO is they they possess the understanding that hte child requires and can therefore guide them in their learning
• key study on ZPD- wood and middleton

  AIM

  • to demonstate the concept of zone of proximal development in a difficult building task
• key study on ZPD- wood and middleton

  METHOD

  • child participants aged 4 were given a picture of a structure built with blocks, along with the blocks to complete the building themselves
  • as the task was too challenging to complete alone, assistance was given by their mother and the nature of assistance was observed
• key study on ZPD- wood and middleton

  RESULTS

  • assistance seemed to fit into 3 categories
  • being a general assistance
  • direct assistance
  • direct demonstrations
  • the researchers found no specific technique worked best, but success was predicted with mother who were able to vary the strategies used to fit progress of the child at the time
• key study on ZPD- wood and middleton

  CONCLUSION

  • results show how progress through ZPD can be made with a MKO
  • assistance should be provided in different ways in order to further the cognitive development
• scaffolding 


  refers to the support given by the MKO to a child when they are learning a new skill

  • usually provides some element of the solution bu tnot he whole thing
• key study for scaffolding- Freund

  AIM

  • to compare the role of facilitation in learning independance
• key study for scaffolding- Freund


  METHOD

  • child participants aged 3-5 asked to asssits a toy puppet with placing furnicture in a dolls house
  • a baseline measure was taken when the children placing the furnicture in the house alone to see what they already knew about placing furnicture
  • then placed into 2 groups
  • feedback group- child worked independantly but given praise
  • interaction group, assisted by mothers
  • after working in groups, child then asked to place furnicture in house again on their own
• key study for scaffolding- Freund

  RESULTS

  • interaction group performed better in the final task
• key study for scaffolding- Freund

  CONCLUSION

  • scaffolding provided by mother in interaction group was the key factor in learning, offering support through scaffolding and progression through ZPD
• evaluation of vygotskys theory

  + profound appliation to education systems

  • constructivism

  + belife that elements of cognitive development are cultruallyuniversal could imply that they are biologically determined

  -applied very broadly in educational research

  -many have seen this theory as progression beyond the criticisms of piagets, but they actually have many similarities