Vygotsky's theory proposed that (1) cognitive development occurs through social interactions where children learn from more skilled members of their culture, and (2) thinking is mediated by cultural tools like language and concepts. He argued that cognitive functions develop on two levels - first through social interactions, then through internalization as children master new skills through assisted learning. Vygotsky emphasized that learning precedes development, and introduced the concept of the "zone of proximal development" to describe a child's potential when solving problems under adult guidance or collaboration.

1. The Cultural Approach to
Cognition
VYGOTSKY’S THEORY

2. COGNITION AND CULTURE
 Culture provides the tools which would shape how
children think and what they think about.
 The socio-cultural theories of cognitive development.

3. LEV VYGOTSKY
(1896-1934)
(1) A Russian psychologist.
(2) Studied the cultural factors that differ among
children.

4. VYGOTSKY’S SOCIOCULTURAL
PERSPECTIVE
 THE SOCIAL SOURCE OF INDIVIDUAL’S
THINKING :
 (1) DEVELOPMENT OCCURS IN SOCIAL
INTERACTIONS
 (2) COGNITIVE FUNCTIONING IS MEDIATED
BY CULTURAL TOOLS

5. (1) DEVELOPMENT OCCURS IN SOCIAL
INTERACTIONS
 Socially shared activities.
 Example: pointing

6. Two Levels of Knowledge
 DEVELOPMENT IS THE
TRANSFORMATIONS OF SOCIALLY
SHARED ACTIVITIES INTO
INTERNALIZED PROCESSES
 INTERMENTAL LEVEL
INTRAMENTAL LEVEL

7. IMPORTANT POINTS
Individual Reciprocal
Development Interactions
INTRAMENTAL INTERMENTAL
LEVEL LEVEL
Internalization
OF SOCIALLY
SHARED
ACTIVITIES

8. (2) COGNITIVE FUNCTIONING IS MEDIATED BY
CULTURAL TOOLS.
Technical Tools
 Examples: (1) the invention of paper and
memory, (2) computers and word processing.
Psychological Tools (the tools of thinking)
 1. Conceptualization systems
(calendars, clocks, maps, etc.)
 2. Language

9. PIAGET AND VYGOSKY COMPARED
 PIAGET  VYGOTSKY
 STUDIED UNIVERSAL STUDIED CULTURAL
PATTERNS OF PATTERNS OF
COGNITIVE COGNITIVE
DEVELOPMENT DEVELOPMENT
 THE CHILD AS THE
CONSTRUCTOR OF THE CHILD AS THE CO-
KNOWLEDGE CONSTRUCTOR OF
KNOWEDGE

10. THE ZONE OF PROXIMAL
DEVELOPMENT
 THE DISTANCE BETWEEN THE ACTUAL
DEVELOPMENAL LEVEL AS DETERMINED BY
INDEPENDENT PROBLEM SOLVING AND THE
LEVEL OF POTENTIAL DEVELOPMENT AS
DETERMINED THROUGH PROBLEM SOLVING
UNDER ADULT GUIDDANCE OR IN
COLLABORATION WITH MORE CAPABLE PEERS.

11. Assisted and Non-Assisted Learning

12. LEARNING AND DEVELOPMENT
 PIAGET  VYGOTSKY
 Learning is subordinate  Learning proceeds
to development. development.
 The concept of readiness
 The concept of guided
participation and
scaffolding

13. How Do You Scaffold?
 Model performance.
 Pair advanced learners with developing ones.
 Provide prompts, links, suggestions, guides.

14. Cognitive and Social Constructivism
See Chapter 9, p. 310
 Cognitive Constructivism  Social Constructivism
 Vygotsky’s Theory:
 Piaget’s Theory:
 (1) THE SOCIAL SOURCE OF
 (1) LEARNERS ARE INDIVIDUAL’S THINKING
ACTIVE IN  (2) DEVELOPMENT IS THE
CONSTRUCTING THEIR TRANSFORMATIONS OF
OWN KNOWLEDGE SOCIALLY SHARED
ACTIVITIES INTO
 (2) SOCIAL INTERNALIZED
INTERACTIONS ARE PROCESSES
IMPORTANT TO
KNOWLEDGE
CONSTRUCTIONS

15. PIAGET /VYGOTSKY
 CHILD IS ACTIVE AND  CHILD IS ACTIVE AND
CONSTRUCTS CO-CONSTRUCTS
KNOWLEDGE KNOWLEDGE
 SECOND WAVE
 FIRST WAVE CONSTRUCTIVISM
CONSTRUCTIVISM  THE FOCUS IS ON
 THE FOCUS IS ON GROUP LEARNING AND
INDIVIDUAL LEARNING ON THE SOCIAL AND
AND THE CULTURAL SOURCES OF
PSYCHOLOGICAL KNOWING
SOURCES OF KNOWING
 See Table 9.2, p. 313

16. HOW IS KNOLWEDGE
CONSTRUCTED?
PIAGET - Internal –
• PERSONAL EXPLORATION
INTERNAL Knowledge is
not a “mirror”
DIRECTION of reality
Knowledge is Experience-
organization-
constructed structural
• SELF DISCOVERY
transformations
by • VS
• DIRECT TEACHING
transforming,
organizing, re
organizing
existing
mental
structures.

17. VYGOSKY
Knowledge is • Personal
-EXTERNAL constructed based on exploration
AND social interpretations
INTERNAL and experience. It is embedded in social
DIRECTION filtered by cultural encounters
beliefs, language, etc.
Knowledge
is
constructe Knowledge grows • Guided
d based on through the
discovery, Problem
interactions of internal
social (cognitive) and based learning and
interaction external collaboration affect
(cultural/social)
s and factors learning
experience.