Who is Lev Vygotsky & What's the Theory?
Russian psychologist Lev Vygotsky developed the Social Development Theory at about the same time Jean Piaget developed his Theory of Cognitive Development. Vygotsky died when he was just 37, which was at least partially responsible for his Social Development Theory not becoming as well-known as Piaget’s theory. Also, his work was written completely in Russian, needing painstaking translation so it could be presented to the majority of psychology and education professionals at the time.
By developing exposure to new psychological and educational constructs, professional psychologists and teachers slowly altered styles of both psychology and education, benefiting clients and students.
Vygotsky’s work stresses how social interaction helps children develop cognitively. It also states that the community at large has a major role in “creating meaning” for young children. He said that “learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function.”
Terminology
MKO (More knowledgeable Other)
This refers to someone who has greater knowledge or a skill, which a child needs to learn. They are the more knowledgeable others.
At first, the MKO slowly does a task for the child. Soon, the MKO “talks” the child through each step of a task, such as tying their shoes:
Place one lace over and under the other lace and pull them tight
Create a loop with one lace and hold it with one hand
Create a second loop with the second lace, with the second hand, and hold it
Then, place one loop through the hole in between both laces and pull them tight
Eventually, the child does this on their own without needing to be talked through it.
ZPD (Zone of Proximal Development)
The zone of proximal development refers to the difference between what a child or new learner can already do on their own and what they can do with encouragement and guidance from someone who has more skill.
If a child wants to learn how to play checkers, someone who already knows how to play the game can guide and encourage them in learning how to move their checkers so that they defeat their opponent and win the game.
The person giving guidance should only help as much as the child needs, allowing the child to take independent steps as they learn.
Scaffolding
Scaffolding fits in closely with the ZPD. It’s the temporary learning support that an MKO gives to the child as they learn a new activity. As the child learns more and more of the new skill, the MKO gradually and almost imperceptibly begins to withdraw instructional support until the child can complete the new skill, fully independently.
If the child is learning how to complete additional problems in math, the MKO shows the child a few problems, then allows the child to work more and more independently, until the child is doing the work completely on their own.
Sociocultural Theory of Cognitive Development
This theory covers the More Knowledgeable Other (MKO) and the Zone of Proximal Development (ZPD). Children and adults are social creatures, so they rely on social interaction to encounter new experiences and activities, which they then learn.
Thinking of the ZPD, imagine three circles with 2 surrounding the innermost, smallest circle. The central circle is the “I can do this by myself” circle. The next circle is “I can do this with some help,” or the ZPD. The final, largest circle is the “I can’t do this, even if I get help”. Because we are social creatures, our ability to learn a new skill is greatly affected by the presence of someone who already knows the skill. Vygotsky might have simply stated, “We learn by watching.”, though, of course, it’s more complicated than that.
Social Interaction is Central to Cognitive Development
The first concept of Vygotsky’s theory is that, “Social interaction plays a central role in cognitive development.” We all look for meaning in everything around us. If you look at the wonder, excitement, and curiosity of a young child, you may think they have begun to see meaning in snow falling or the sweet face of a kitten.
However, it takes more than just noticing new things for a child to learn. Once the child sees a young kitten, they need to become involved in learning about the kitten—the soft fur, the purring sound, rough tongue, and the sharp claws. This is the “discovery” process.
This young child is beginning to discover, not only the cold snow and soft kitten, but their own interaction between themselves and society. Even more, the relationship is mutual. The child affects society, and society impacts the child.
If a child is kept from stimulating sights or experiences, their learning will be stunted. It’s when the parents (a child’s first teachers) teach him new words, steps, how to interact with others, and how to use a potty that learning takes hold and becomes real for the child.
Social Learning is Required for Development
Vygotsky believed that social interaction has a positive impact on learning. Social learning is just the first in several processes of learning.
There are two levels which are vital in learning:
Social or interpsychological learning: Two people interact with each other and make a connection, then reach out to others.
Individual or intrapsychological learning: This is within the child. After passing the social level and learning social skills, the child repeats the same functions. However, they will be more developed, expanding the child’s cognitive development.
Without the social and then the individual learning, the child will not be able to function normally and develop into their own person. Even so, children are born with elementary mental functions that develop after birth and with continued growth.
These functions are affected by external stimuli (they are involuntary, and don’t require any thought on the child’s part):
Sensation: heat, cold, bitter, or sweet
Hunger: When the child experiences hunger, they cry or become restless until they are fed
Memory: This is natural memory—recognizing the taste of a food or the voice of their mother
Language Supports Cognitive Development
We need language, whether we use it to hear someone’s voice, understand their visible reactions, and to express ourselves verbally or nonverbally. When a child watches and listens to a parent, they begin to learn new words. They also learn that those words have meaning.
First is social or “external” speech. This is when the child is younger than three and still unable to express their thoughts through complete sentences or messages. Because their language is so limited, they rely on gurgling, crying, laughing, or shouting. As they grow, they use simple sentences: “Make potty” or “Gimme cookie.”
There are several types of speech children use:
Egocentric Speech: Used to control the behavior of others. It’s also spoken as a way for a child to direct their own behavior. “Put the train on the tracks.” At this age, a child may talk to themselves, giving themselves a running commentary.
Private Speech: This is speech that the child directs to themselves, not to other people. They use it to self-regulate and remind themselves of what they need to do
Inner Speech: Now, the child is closer to adulthood. This inner speech directs their thinking, then their behavior or specific actions. Inner speech is just what it sounds like, it doesn’t have to be spoken aloud. This helps children look at a problem from all angles before they come to a decision.
Self-Initiated Learning and Collaboration Supports Cognitive Development
Piaget said that learning involves a child initiating discovery and development. The child begins this process and uses a hands-on approach to learning. He says this is the best way for a child to learn.
Vygotsky mostly agreed with Piaget. Only, Vygotsky believed that the setting in which a child learns requires social interaction and communication. He thought that children need social interactions to learn. In using social interactions, children learn and develop new skills. They also become aware of the culture around them, and this shapes their learning in other ways.
Because this is the point where Vygotsky’s theory separates from Piaget’s, it’s time to learn about “collaborative dialogue,” where a child may hear and learn their first words, a nursery rhyme, a song, or the alphabet. As the child grows, they will next communicate with classmates, teachers, daycare teachers, grandparents, and tutors.
While Piaget’s theory makes sense, it also makes sense that a child needs social interactions with others for the learning to be solidified, so it can become a base for the child to learn even more advanced knowledge.
This has really been converted in a number of methods, as well as among these interpretations corresponding humanity to the demand to link and likewise interact with others in a social setting. Numerous other significant thinkers came, each with their very own concepts on human development as well as specifically how the social facet figures right into it.
Vygotsky's name could Pavlov in addition to Freud, that idea, yet ask anyone looking into psychology and also they are bound to comprehend that he is .In addition to it might have taken about 4 decades before his ideas were formally presented as well as also incorporated in psychology educational program throughout colleges in the Western world, yet they have due to the fact that ended up being important to the research of psychology, especially in the location of training and additionally very early young people psychology.
It is instilled in every person, even as a youngster, to look for definition in every little thing. Rate of interest installed in at a beginning during young people, as well as likewise you potentially saw specifically just how, also from a really young age, an individual begins asking queries. He will certainly be browsing, dewy-eyed, question as well as rate of interest in his watchful eyes.
On the very initial day of establishment, he fulfilled his education, along with various other instructors in the sticking to years. The procedure of discovering likewise required him to function thoroughly with various other people besides his educators, such as older students and classmates. With these social discovering experiences, he was able to progressively produce and grow.
Vygotsky proclaims that a child will certainly not have the ability to develop unless he carries out or experiences social understanding initially. He established 2 areas, or levels, where the features in a youngster's social growth show up in: The attributes initially appear in between individuals initially. This is where the person will require to engage, link and connect to various other individuals.
This is the area within the child or the person. Once he has in fact passed the social degree, where he obtained social discoverings, the features will absolutely appear a second time and also, this minute, even more established and therefore, produce cognitive development. To put it simply, without figuring out, there is no technique that an individual will have the capability to work as well as end up being totally created.
Vygotsky fasts to discuss that every person is born with common or primary attributes or abilities that will certainly obtain them beginning on the road to their intellectual growth. The primary mental features consist of those that visit generally with birth as well as additional development, without impact by an external stimulation. In various other words, these abilities are not found out, unrestrained, and also often do not really need any kind of assumption for the individual.
One of the leading theories about the development of intelligence is Lev Vygotsky Social Development Theory. He developed it during his tenure as an intellectual at Harvard University. The theory was later expanded into a book entitled "The Meaning of Intelligence." This theory has had a great influence on the field of psychology, and its importance is often underestimated.
What does Lev Vygotsky Social Development Theory say? It states that children are able to learn from their environment. This is based on the premise that children are social beings and that their lives are largely influenced by the social activities they participate in. This means that if you expose them to the same circumstances, or the same people, then they will develop the same cognitive and learning processes that are found in people who are exposed to more stimulating social experiences.
Children learn from different environments. They are not like adults who learn from a classroom environment. They absorb information differently. It may be based on observation, but most experts believe that children absorb information through play, stories, and play objects. When the environment is structured in a way that will stimulate learning, these children are able to learn from this environment.
The other part of the social development theory is that children learn through interaction. Their interaction with other children creates a network of relationships that help to create a memory of their environment. This memory can later be used when they are older in their lives to recall important events in their life.
According to Vygotsky, all children learn about four basic concepts. These are:
There are many theories about how children learn these concepts. It is interesting that the theory that is most widely used today is based on the observations of everyday life. It is interesting that we use the theories we learn to help us understand the brain so that we can better understand how our own brains work.
To this day, the social development theory remains very popular in the fields of education and psychology. It is a good idea for parents to consider this theory before they enroll their children in any school or university. Children need to learn about these basic concepts in order to learn to succeed in life.
If you are interested in learning more about social development theory, then there are several resources available. to help you learn about this topic. You may want to read a book, watch a video, or attend a class.
One of the best books you can buy to teach your child about the social development theory is "The ABC's of Child Development." This is one of the most popular books that you will find. This book is written by Carol Dweck, and it was originally published by the Stanford University Press.
The theory is founded on the theory that children learn what they learn when they do. This means that if you tell them they cannot do something, then they will not be able to learn. from this book.
This book contains chapters on learning to speak, color, to count, to write, and to sit up. The chapters also cover concepts like counting things, developing logical thinking skills, and problem solving. and even how to read. The book also gives examples of when this concept is being used.
Many children have problems in reading, so learning to read should be one of your primary goals. This book teaches the concepts and gives many activities that will help children improve their reading abilities. Other activities include practicing the skills you want your child to learn, like crossword puzzles, math, or musicals. You will be surprised at the ways they are able to improve their abilities.
The book ends with a chapter on what makes a child a "good learner." You should read this chapter to your children before they go off to school to learn. As your children get older, you will find that you can practice these ideas to help them as well.
Applications in the Classroom
This theory applies to classroom learning in two important ways. First, “scaffold” learning, previously covered. Next, “apprenticeship” allows a more advanced peer-student to help structure a task so that a younger, less experienced child can begin working on the new knowledge. The teacher would help the older peer to structure the new task in a way that the younger child will be able to understand the new material.
The difficulty of the errand is vital. If the task is too easy for the younger child, they won’t feel challenged. They will become bored and lose interest. On the other hand, if the new material is too difficult or advanced for them even to attempt, they will become intimidated or frustrated, so the task must stay within the ZPD.
Teachers also use reciprocal learning, in which children learn skills from written text. The teacher structures their lessons so their students can practice four important skills:
Summarizing
Questioning
Clarifying
Predicting
At first, the teacher will play an active role in guiding their students through this set of skills. As the students become more familiar with these skills, the teacher will gradually step back and observe their students as they work on solidifying their knowledge.
Final Thoughts
As we use social learning to teach students, we need to keep in mind that cultural differences and realities will affect how children from other cultures learn. New educators or psychologists should avoid the mistake of assuming that the developmental experiences of children from one culture can be applied as a whole to children of other cultures. This is an important point made by social development theory and one of the biggest take-aways.
Children from Asian countries use different cultural practices and stimuli than children from Middle Eastern cultures. The same applies to children from Europe and South America. Children from the same national culture who are in different social classes may also experience differences in learning. Cultural competence is a vital requirement for those who want to teach children using Vygotsky’s social development theory.