Developmentally appropriate curriculum states that Vygotsky studied the

effects of influence of language, culture, and social interaction on childrens

learning. It also states that he emphasized appropriate instruction in the classroom.
(Kostelnik, Doderman, Whiren, Rupiper, 2015, p30 ) His theory focuses on the
importance of social interaction in the development of cognition.
The Authors of Developmentally Appropriate Curriculum continue on their
discussion of Vygotsky:
Knowledge, according to Vygotsky, is not generated from within; rather, learning
stimulates and leads development. Culture and social interaction collaboratively
guide cognitive development. Memory, attitudes, and reasoning involve the use of
inventions of society, such as language, mathematical systems, and memory
strategies. Human beings act within zones of proximal development (ZDP),
moving through a series of learned tasks that can be performed maximally only
with the help of more accomplished persons. The theory is non-stage specific
(333).
Current research by McLeod discusses Vygotskys Theory with regards to
curriculum needing to be DAP through the planning of activities that include what
the children are able to do independently and also what they can do with the help
of others. In my reading they gave an example of a child sitting down to do a floor
puzzle with her father. On her own she was frustrated and unable to do the task.
However, when the father sat with her, encouraged her, and taught her some puzzle
strategies she became successful (McLeod, S.S., 2007).
It should be noted that Vygotsky and Piaget differed greatly. Vygotsky put
emphasis on culture affecting and shaping cognitive development. He also felt
language and thought are initially separate systems from birth to age three. His
theory emphasizes that cognition results from an internalization of language. Piaget
believed in universal stages and content of development. He also believed that
language depends on thought for its development (McLeod, S.S., 2007).
In Developmentally Appropriate Practice, Copple and Bredecamp say, as
Vygotsky demonstrated, much of childrens understanding first occurs in
communication with other people, then appears in private speech (thinking
aloud), and eventually is internalized as thought (P.131). They go on to discuss

how this evolution of learning changes their relationships with others. It is like an
unfolding of knowledge and self.
Vygotskys theory involves student and teacher learning and practicing four
key skills: Summarizing, questioning, clarifying and predicting. The teachers role
becomes smaller over time Instructional concepts include scaffolding,
apprenticeship and these plays into todays focus on collaborative learning
(McLeod, S.S., 2007).
I believe that this has important implications when discussing culture and
teaching children in an inner city setting. Many social peaces of the puzzle are
missing from little ones experiences before entering kindergarten. There is a
disparity between inner city and suburban children. This theory helps to show
what these disparities may exist.

Question for generating discussion:

1. What types of activities and strategies do you use in your classrooms that
incorporate the teachings of Vygotsky?
2. What implications does Vygotskys theory have on teaching inner city
children or English as a second language students?

Resources
Copple, C. Bredekamp,S. Developmentally Appropriate Practice in Early
Childhood Programs. Washington, DC: National Association for the
Education of Yound Children
Kostelnick, M.J.,Soderman, A.K., Whiren. A.P., Rupiper. M.L. Developmentally
Appropriate Cruriculum. New Jersey: Person Inc
McLeod, S.A. (2007). Lev Bygotsky. Retrieved from
http://www.simplypsychology.org/vygotsky.html