Lev Vygotsky - Mind in Society and the zone of Proximal Development

Sociocultural Theory

Vygotsky introduced a Sociocultural theory. This was based on the theory that social interaction leads to continuous step by step changes in children's thought and behavior, which would vary greatly from culture to culture. Development of children would depend on their interaction with people. One of the principles of this theory was that development cannot be separated from social contact.

Definition of Sociocultural Theory : Sociocultural theory is an emerging theory in psychology that looks at the important contributions that society makes to individual development. This theory stresses the interaction between developing people and the culture in which they live. ... Sociocultural theory grew from the work of psychologist Lev Vygotsky, who believed that parents, caregivers, peers, and the culture at large were responsible for developing higher order functions.

The Zone of Proximal Developent

ZPD

This is Vygotskys most influential concept as it highlights the potential for future learning which can be realised with appropriate support. (Pollard, 2014)

Vygotsky introduced the concept of the ‘Zone of Proximal Development’. This examined the difference between a child's abilities and what the child can achieve if helped by an adult. However, the adults involved must think carefully about what the child may need next, and has to work sensitively provoking thought, rather than providing the answers.

If we naively ask what the actual development level is/ask what more independent problem solving reveals, the most common answer is that a childs development level defines functions that have already matured, which are the ends of development. If a child can do something independently, it means that the fuctions for this to happen have already matured within the child. What then is defined as the ZPD?

Jerome S. Brune

Jerome Bruner was born in New York and is currently working at the New York University of Law. His work as a social psychologist led him to a particular interest in the cognitive development of children and appropriate forms of education. In the 1960's he developed a theory of cognitive growth. His theory in contrast to Piaget, looked to environmental and experimental factors. He worked on a theory of scaffolding and Distributed Cognition - the way infants come to use language and the role that culture plays in learning. Scaffolding is where an adult supports a child in learning a new task and withdraws when the task has been achieved. Bruner further developed Vygotskys Zone of Proximal Development and stressed this was of great importance in a childs early years, and that adults and older children can have a real effect on what children learn.

Jerome Bruner

APPLICATIONS OF THE THEORY

Applications of the Vygotsky’s Social Development Theory

Many schools have traditionally held a transmissionist or instructionist model in which a teacher or lecturer ‘transmits’ information to students. In contrast, Vygotsky’s theory promotes learning contexts in which students play an active role in learning. Roles of the teacher and student are therefore shifted, as a teacher should collaborate with his or her students in order to help facilitate meaning construction in students. Learning therefore becomes a mutual experience for the students and teacher.

Put into Practice

Vygotsky argues that learning happens through our social interactions, and thus is dependent on experience. Where Piaget sees intelligence and cognitive development as ultimately fixed at birth, or genetic, Vygotsky leans towards the nurture side of the debate, seeing intelligence as something changeable, and dependent on learning and culture.

An example of Vygotskys theory put into practice in a real life or classroom setting would be a childs first encounter with a jigsaw. They would most likely spend hours playing with it and would struggle with trying to place the parts together. However, with a parents help (who shows and gives the child guidance on how to put it together) the child will learn how to do so and eventually will be able to put the jigsaw together individually. Meaning that the interaction with the parent encouraged their cognitive development.

• Vygotsky’s theory can be very beneficial in helping teachers to plan out their instruction. It helps them to think the through the knowledge and skills that their students are expected to have and determine the order in which to teach those things.

• Some concepts require prior knowledge that the student might not already have. If that’s the case, then the teacher will know that the concept is outside of their zone of proximal development, and it is something the teacher will have to slowly aim for, step-by-step.
• Using the ideas of scaffolding and zone of proximal development can help a teacher to line up the things they need to teach in a long period of time and can build a sequence by which students will slowly build on over one concept before moving onto the next level.

• Vygotsky's theory can also help a teacher deal with any personal discouragement they may feel when it seems like a student just isn’t understanding something. This allows the teacher to realize that students are on a journey of cognitive development. While teachers should have expectations for their students, their role is to provide the scaffolding that will help the student to become skilled in the concepts in an ordered sequence.