Module 6

VGOTSKY SOCIO-CULTURAL THEORY

Learning Outcomes:
1. Who is Vygotsky?
2. Explain the importance or implications of Vgotsky Socio-Cultural Theory towards
development?
3. Enumerate the Two Main Principles/Elements of Socio-Cultural Theory.
4. What is Zone of Proximal Development? What are the two features?
5. What are the 4 Basic Principles Underlying the Vygotsky Framework? What are the
Types of Mental Function?
6. What are the difference of Vygotsky Socio-Cultural Theory and Piaget Cognitive
Development Theory?

Description:
The major theme of Vgotsky’s theoretical frameworks is that social interaction plays a
fundamental role in the development of cognition. Vgotsky (1978) states: “Every function in the
child’s cultural development appears twice: first, on social level and later, on the individual level;
first, between people (interpsychological) and then inside the child (intrapsychological). This
applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the
higher functions originate as actual relationships between individuals.” (p57).

A second aspect of Vygotsky’s theory is the idea that the potential for cognitive development
depends upon the “zone of proximal development” (ZPD): a level of development attained when
children engage in social behavior. Full development of the ZPD depends upon full social
interaction. The range of skill that can be developed with adult guidance or peer collaboration
exceeds what can be attained alone.

Vygotsky’s theory was an attempt to explain consciousness as the end product of socialization.
For example, in the learning of language, our first utterances with peers or adults are for the
purpose of communication but once mastered they become internalized and allow “inner speech”.

Vygotsky’s theory is complementary to Bandura’s work on social learning and a key component
of situated learning theory as well. Because Vygotsky’s focus was on cognitive development, it is
interesting to compare his views with those a constructivist (Bruner) and a genetic epistemologist
(Piaget).

Content:
Biography of Vgotsky
Lev Semonovich Vygotsky was born in the town of Orsha, Russian Empire (now
Belarus) on November 19, 1896. He was from a middle class Russian-Jewish family.
His father was a banker. He was raised in the city of Gomel, Belarus where he obtained
both public and private education. In 1913, he was admitted to the Moscow State
 University through a “Jewish Lottery”. There he studied law, and in parallel, he
attended lectures at fully official, but privately funded and non-degree granting
Moscow City People’s University. A seminal Russian psychologist best-known for his
Socio-Cultural Theory and Zone of Proximal Development. His early interests were in
the arts and he might have aspired to be a literary critic, fascinated with the formalism
of his time. His main work was in developmental psychology and he proposed a theory
of the development of higher cognitive functions in children that saw reasoning as
emerging through practical activity in a social environment.

Vgotsky was also known as “The Mozart of Psychology” His father, Semi L’vovich,
founded the “Society of Education in Gomel”, and held a wide range of active interest
including foreign language, history, literature, theater and arts. His mother was
educated as teacher. Vygotsky completed 270 scientific articles, numerous, lectures
and 10 books based on a wide range of Marxist-based psychological and teaching
theories and he is considered a seminal thinker in psychology, and much of his work is
still discovered and explored today. He died on June 1, 1934 at 37 after long battle with
tuberculosis.

Introduction to Socio-Cultural Theory

Vygotsky Theory is that social interaction plays a very important in cognitive
development. Socio-Cultural Theory did not focus on the individual child but on the child
as a product of social interaction, especially with adults it also focuses on dynamic
interactions rather than child by himself. People thinking differs dramatically between
cultures because different cultures stress different things.
Sociocultural Theory refers to the roles of factors such as ethnicity and gender in
behavior and mental processes. Vygotsky’s sociocultural theory (1978) focuses on the
ways in which children’s cognitive development is influenced by the cultures in which they
are reared and the people who teach them. Focuses on the transmission of information and
cognitive skills from generation to generation.
The transmission of skills involves teaching and learning, but Vygotsky did not
view learning as a mechanical process that can be described in terms of conditioning.
Rather, he focused more generally on how the child’s social interaction with adults, largely
in the home, organized a child’s learning experiences in such a way that the child can
obtained cognitive skills-- such as computation or reading skills—and use them to acquire
information. Vygotsky saw the child’s functioning as adaptive, and the child adapts to his
or her social and cultural interactions.

Two Main Principles/Elements of Socio-Cultural Theory

1. The More Knowledgeable Other (MKO) – refers to anyone who has better
understanding or higher ability level than the learner. Normally thought of as
being a teacher, trainer, or older, adult, but MKO could also peers, a younger
person, even computers.
 2. Zone of Proximal Development – refers to the difference between what child
can accomplish alone and he/she can accomplish with the guidance of another.

What is Zone of Proximal Development?

Proximal - means “nearby” or “close”, as in the words approximate and proximity.
Zone of Proximal Development is referred to as a range of tasks that the child can carry
out with the help of someone who is more skilled. The “zone” refers to the relationship
between the child’s abilities and what she or he/she can do with the help from others.
Adults or older children best guide the child through this zone by gearing their
assistance to the child’s capabilities. Vygotsky sees the ZPD as the area where the most
sensitive instruction or guidance should be given–allowing the child to develop skills they
will then use their own –developing higher mental functions.
Vgotsky also views interaction with peers as an effective way of developing skills
and strategies. He suggest that teachers use cooperate learning exercises where less
competent children develop with help from more skillful peers –within the zone of
proximal development.
Features of Zone Proximal Development
1. Scaffolding – is the appropriate assistance given by the teacher to assist the
learner accomplish a task. It requires that an instructor shows example how to
solve a problem, while controlling the learning environment so that students
can take things step by step expanding their knowledge without excessive
frustration.
2. Reciprocal Teaching – is a highly successful teaching method, it provides an
environment of open dialogue between student and teacher which goes beyond
a simple question and answer session.

4 Basic Principles Underlying the Vygotsky Framework

1. Children construct their knowledge.
2. Development cannot be separated from its social context.
3. Learning is mediated.
4. Language plays a central role in mental development.

2 Types of Mental Function

1. Lower Mental Function – are those with which we are born, are the natural
functions and are genetically determined.
2. Higher Mental Function – are acquired and developed through social
interaction.
 Differences of Vgotsky Socio-Cultural Theory and Piaget Cognitive Development
Theory

Vgotsky Socio-Cultural Theory Piaget Cognitive Development Theory

Both agree children are active learners who actively construct knowledge

Development of thinking is dependent Thinking develops in recognizable stages

upon language and culture which depend on natural maturation

Use of “more-expert other” seen as Role of teacher important but use of

fundamental part of cognitive “more-expert other” not central
development

Children should be actively encouraged to

Readiness is a central concept in
move through ZPD – do not need to be
education – children need to be ready to
ready but should be given opportunity to
progress in their learning
engage in problems which are beyond
current level of ability but within ZPD

Scaffolding is a central concept Scaffolding not a key concept

Language helps to develop cognitive Language reflects level of cognitive

abilities. development

This theory was very influential in

education but has need revising and
This theory is still very influential in
underestimation of children’s abilities still
education
a problem

CONCLUSION
Sociocultural theory considers learning as a semiotic process where participation
in socially mediated activities is essential. Social interaction emphasized that effective
learning happens through participation in social activities, making the social context of
learning crucial. Vgotsky Socio-Cultural Theory was important in education since these
works provide tools for the development of individuals learning.

Process Questions:
1. Did Vgotsky accurately recorded the socio-cultural theory? Why or Why not?
2. Why do we need to study his theory?
Further Readings and Resources:
Constructivism (learning theory). Retrieved on 28/08/2010
http://en.wikipedia.org/wiki/Constructivism_(learning_theory)
Kincheloe, J. L. and R. A. H. Jr. (2007). The Praeger handbook of education and psychology.
Westport, An imprint of Greenwood Publishing Group, Inc.
Peer, K. & McClendon, R. (2002). Sociocultural Learning Theory in Practice: Implications for
Athletic Training Educators, JAthl Train. 37(4 suppl): S-136–S-140. Retrieved on 27/08/2010
from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC164414/.
Reiser, R., & Dempsey, J. (2002). Trends and Issues in Instructional Design and Technology.
Upper saddle River, New Jersey, Pearson Education.
Wang, L. (2006). Sociocultural Learning Theories and Information Literacy Teaching Activities
in Higher Education, Reference & User Services Quarterly, vol. 47, no. 2, pp. 149–158.

Strategy:
 Unique demonstration of student’s own understanding of Lev Vygotsky Socio-Cultural
Theory.
 Give a through explanation/application and a concrete example of a situation/s related to
Lev Vygotsky Socio-Cultural Theory.
 Research on what other theories are involved or being studied/related in personal
development.

Evaluation:
True or False

____ 1. Socio-Cultural Theory is proposed by Jean Piaget, in contrary Cognitive

Development Theory is proposed by Lev Vygotsky
____ 2. Zone of Proximal Development represents a learning opportunities where a
knowledgeable adult such as a teacher or parent or a more advanced peer can assist the child’s
development.
____ 3. Piaget’s Cognitive Development Theory is still very influential in education.
____ 4. Scaffolding is a central concept in Vgotsky Socio-Cultural Theory
____ 5. There are Two Main Principles/Elements of Socio-Cultural Theory. The More
Knowledgeable Other (MKO) and Zone of Proximal Development.

Enumeration
1 and 2. Features of Zone of Proximal Development
3 to 7. Basic Principles underlying the Vgotsky Framework
8 and 9. Types of Mental Function
10. Full Name of the proponent of Vgostky Socio-Cultural Theory
References:
Facilitating Learning A metacognition process, Maria Rita D. Lucas & Brenda Corpuz, Published
by Lorimar Publishing, Copyright 2007
Turuk, M. (2008). The Relevance and Implications of Vygotsky’s Sociocultural Theory in the
Second Language Classroom . ARECLS, Vol. 5, p244-262.
Hall. A. (2007).Learning and Socio-cultural Theory:Exploring Modern Vygotskian Perspectives
International Workshop, Vol 1,1.