Lev Vygotsky’s Social

Development Theory

Lev Vygotsky was born in Russia in 1896.

He died at the young age of 37 from tuberculosis.

Due to his early death, most of his theories were left undeveloped.

His work in the last 10 years of his life has become the foundation of much research and theory in cognitive development.

Who is Lev Vygotsky?

Social Interaction Influences Cognitive Development

Biological and Cultural Development do not occur in Isolation

Language plays a major role in Cognitive Development

Overview of Social Development Theory

Engagement between the teacher and student

Physical space and arrangement in learning

environment

Meaningful instruction in small or whole groups

Scaffolding/Reciprocal teaching strategies

Zone of Proximal Development

Areas were social interaction can influence cognitive development…

What is the Zone of Proximal Development?

Levels

of

Develo

pm

ent what I can’t do

what I can do with help

what I can do

The zone of proximal development is the area of learning that a more knowledgeable other (MKO) assists the student in developing a higher level of learning.

The goal is for the MKO to be less involved as the student develops the necessary skills.

Vygotsky describes it as “the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers” (Vygotsky, 1978).

Scaffolding

Vygotsky defined scaffolding instruction as the “role of teachers and others in supporting the learners development and providing support structures to get to that next stage or level” (Raymond, 2000).

Teachers provide scaffolds so that the learner can accomplish certain tasks they would otherwise not be able to accomplish on their own (Bransford, Brown, & Cocking, 2000).

The goal of the educator is for the student to become an independent learner and problem solver (Hartman, 2002).

Reciprocal Teaching

Reciprocal

Teaching

summarizing

clarifying

questioning

predicting

Reciprocal Teaching is used to improve a students ability to learn from text through the practice of four skills: summarizing, clarifying, questioning, and predicting.

Vygotsky (1978) states: “Every function in the child’s cultural development appears twice: first, on the social level, and later on the individual level; first, between people and then inside the child. 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.”

Simplified: community plays a central role in the process of “making meaning” (McLeod, 2007).

Biological & Cultural Development

Language

Language plays a central role in mental development

Language is the main means by which adults transmit information to children

Language itself becomes a very powerful tool of intellectual adaptation

How can we practically apply Vygotsky’s theories to our

everyday classrooms?

Physical Arrangement in the Classroom

Arrange student desks in clusters.

Arrange other work spaces for peer instruction, collaboration, and small group instruction.

Motivate the child’s interest

in the task.

Break the task down into

manageable steps.

Provide some direction to

keep the child focused.

Reduce factors that cause frustration.

Model and define the

expectations of the activity.

Scaffolding Strategies

Use props to illustrate each of the four skills to be practiced: summarizing, clarifying, questioning, and predicting.

Have students buddy read and practicing using the reciprocal strategies.

Reciprocal Strategies

Lesson Content

Create lessons that engage student interest and give them a basis for language when socially interacting.

Use technology and hands on activities to further engage them in learning.

Vygotsky places more emphasis on culture affecting/shaping cognitive development - this contradicts Piaget's view of universal stages and content of development. (Vygotsky does not refer to stages in the way that Piaget does).

Vygotsky places considerably more emphasis on social factors contributing to cognitive development (Piaget is criticized for underestimating this).

Vygotsky places more (and different) emphasis on the role of language in cognitive development (again Piaget is criticized for lack of emphasis on this).

Vygotsky's theory differs from that of Piaget in a number of important ways:

to improve your students

social development

skills and move them to a higher level of learning?

change in your

classroom

What can you

Discussion Question

References

Bransford, J., Brown, A., & Cocking, R. (2000). How People Learn: Brain, Mind, and Experience & School. Washington, DC: National Academy Press.

Hartman, H. (2002). Scaffolding & Cooperative Learning. Human Learning and Instruction (pp. 23-69). New York: City College of City University of New York.

McLeod, S. (2007). Simply Psychology; Retrieved February 28, 2012, from http://www.simplepsychology.org/vygotsky.html

Raymond, E. (2000). Cognitive Characteristics. Learners with Mild Disabilities (pp. 169-201). Needham Heights, MA: Allyn & Bacon, A Pearson Education Company.

Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press.