State several strengths and weaknesses in learning carried out

intrapersonally and interpersonally based on Vygotskys view.

-Interpersonal: To do with interaction with others.
-Intrapersonal:To do with oneself.
Vygotskys view was that development could only be understood by focusing
on individual, interpersonal and cultural-historical factors as they mutually influenced
each other.
Strengths:
-Emphasis on Social-Cultural Context
Vygotosky is the main developmental theorist to emphasize the broader socio-
historical context of development. In many ways, sociocultural theory thus
"corrects" theories focused on individuals, and gives a different
perspective on major topics of development. According to Vygotsky,
society shares its cognitive goals with the child, and the child shapes the
environment. Concepts such as the zone of proximal development and
internalization refer to the cognitive exchanges that occur at this border. The
task for developmental psychologists is to focus on the specific processes
that occur in the interface betwen the child and the environment. In other
words, "What do a child and other people actually do together moment-to-
moment in a particular setting, and how does this interaction affect the child's
environment?"
-Sensitivity to Diversity of Development
In contrast to many developmental theories that focus on universal aspects of
development, sociocultural theory acknowledges both differences between
cultures, and differences within a single culture (e.g., wide versus narrow
zones of proximal development for different children). Sociocultural theory
questions whether there is a universal endpoint of development, given that
ideal thinking and behavior may differ for different cultures based on their
particular social and physical circumstances and tools available. In addition,
different historical and cultural circumstances may encourage different
developmental routes to any given developmental endpoint.
Weakness:
-Ambiguity of Zone of Proximal Development

The first main ambiguity within Vygotsky's concept of the zone is that only
knowing the width of chidren's zones doesn't provide an accurate picture of
their learning ability, style of learning, or current level of development
compared to other children of the same age and degree of motivation.
-Insufficient Attention to Developmental Issues

A more developmental account of both contexts and children is needed.
Vygotsky's theory offers little description of contexts of children of various ages
or developmental levels. Along similar lines, children's abilities, needs, and
interests at each age influence the nature of the settings they seek out and the
effect that a particular setting has on them. We have little idea how the child's
cognitive level permits or constrains processes in the zone. Sociocultural
research rarely addresses the nature of the cognitive skills that are required
for responding to prompts, joint attention and etc. Ultimately, a major issue is
that children of different developmentat levels seems to be overlook.

-No Major Prototypic Tasks Associated with the Theory

The sociocultural approach to development appears to lack any major
prototypical tasks that others immediately associate with the theory. While
Vygotsky did develop scenarios involving the use of the Vygotsky blocks and
other double-stimulation methods, contemporary researchers seldom utilize
these processes to examine sociocultural developmental theory. This may be
in part due to the fact that when Vygotsky did conduct experiments, he
typically provided very sparse descriptions of his procedures and little or no
data, relying instead on general summaries. As a result, sociocultural
psychologists today look at a vast array of topics in their research.