1. Lev S. VygotskyLev S. Vygotsky
 Culture is the prime determinant of cognitiveCulture is the prime determinant of cognitive
developmentdevelopment
 Learning leads cognitive developmentLearning leads cognitive development

2. The social formation of mindThe social formation of mind
Vygotsky believed thatVygotsky believed that
individual development couldindividual development could
not be understood withoutnot be understood without
reference to the social andreference to the social and
cultural context within whichcultural context within which
such development issuch development is
embeddedembedded

3. Mind evolution is continuousMind evolution is continuous
Unlike Piaget or Bruner,Unlike Piaget or Bruner,
Vygotsky focused on theVygotsky focused on the
mechanism of themechanism of the
development, excludingdevelopment, excluding
distinguishabledistinguishable
developmental stagesdevelopmental stages

4. Vygotsky’s theoretical assumptionsVygotsky’s theoretical assumptions
He rejected the idea that a single abstractHe rejected the idea that a single abstract
principle, such as equilibration, can explainprinciple, such as equilibration, can explain
cognitive developmentcognitive development

5. He offered an alternative to Piaget’s constructivismHe offered an alternative to Piaget’s constructivism
Piaget: Mind models the externalPiaget: Mind models the external
worldworld
Human beings make sense of their world byHuman beings make sense of their world by
means of their mental structuresmeans of their mental structures
Vygotsky: External world models the
mind
Knowledge is internalization of social activity

6. MediationMediation
Mediation means thatMediation means that
human beingshuman beings
purposefullypurposefully
interpose toolsinterpose tools
between them andbetween them and
their environment, intheir environment, in
order to modify it andorder to modify it and
obtain certainobtain certain
benefits. Example:benefits. Example:
farmers plough thefarmers plough the
earth to acquire betterearth to acquire better
crops.crops.

7. He states that byHe states that by
using activityusing activity
mediators, themediators, the
human being ishuman being is
able to modifyable to modify
thethe
environment,environment,
and this is herand this is her
way ofway of
interacting withinteracting with
the naturethe nature
Mediation is aMediation is a central concept in Vygotsky’s view ofcentral concept in Vygotsky’s view of
cognitive development.cognitive development. It offers a complementary
perspective to the behaviourist view.

8. MediationMediation
TwoTwo
phenomenaphenomena
marked themarked the
mediatedmediated
relationshiprelationship
of humansof humans
with theirwith their
environmentenvironment
::
The use of tools withinThe use of tools within
social organized activitysocial organized activity
The use of language as aThe use of language as a
cultural form of mediationcultural form of mediation

9. MediationMediation  intelligenceintelligence  higher mentalhigher mental
processesprocesses
How peopleHow people
convert socialconvert social
relations intorelations into
psychologicalpsychological
functions?functions?
They use different types of language (signs) asThey use different types of language (signs) as
mediators between their minds and theirmediators between their minds and their
environmentenvironment

10. Higher mental processes: symbolicHigher mental processes: symbolic
mediationmediation
When a child tries to grasp an object, and parents interpretWhen a child tries to grasp an object, and parents interpret
this gesture as a pointing out to the object, they give herthis gesture as a pointing out to the object, they give her
the object. She internalizes the gesture as a way ofthe object. She internalizes the gesture as a way of
acquiring the object. After repeating this behaviour withacquiring the object. After repeating this behaviour with
other objects, the mental representation of this behaviourother objects, the mental representation of this behaviour
becomes more abstract. An interpersonal relation betweenbecomes more abstract. An interpersonal relation between
child and parents becomes intrapersonal (child’schild and parents becomes intrapersonal (child’s
representation of acquiring objects).representation of acquiring objects).

11. DecontextualizationDecontextualization
development. It appears as thedevelopment. It appears as the
detachment from the individualdetachment from the individual
features of the environment . Anfeatures of the environment . An
example is when children start toexample is when children start to
play with abstract objects.play with abstract objects.
The use of abstract language is the most important
sign-mediated behaviour that occurs during cognitive

12. MediationMediation  intelligenceintelligence  higher mentalhigher mental
processesprocesses
DuringDuring
humankind’shumankind’s
evolution,evolution,
more complexmore complex
structures ofstructures of
activityactivity
mediated bymediated by
more complexmore complex
tools producetools produce
more complexmore complex
mentalmental
structures.structures.
Psychological toolsPsychological tools
enable us to performenable us to perform
higher mental functions:higher mental functions:
various systems for countingvarious systems for counting
 mnemonic techniquesmnemonic techniques
algebraic symbol systemsalgebraic symbol systems
works of artworks of art
writingwriting
schemes, diagrams, maps,schemes, diagrams, maps,
and technical drawingsand technical drawings
all sorts of conventionalall sorts of conventional
signssigns

13. Zone of proximal developmentZone of proximal development
(ZDP)(ZDP)
It represents one of the most obvious differenceIt represents one of the most obvious difference
between Vygotsky’s and Piaget’s view ofbetween Vygotsky’s and Piaget’s view of
cognitive developmentcognitive development

14. Zone of proximal developmentZone of proximal development
(ZPD)(ZPD)This is the vygotskian concept thatThis is the vygotskian concept that
explains the mechanism of cognitiveexplains the mechanism of cognitive
developmentdevelopment
ZPD is actually the gap betweenZPD is actually the gap between
actual competence level (whatactual competence level (what
problem level a student is able toproblem level a student is able to
independently solve), and theindependently solve), and the
potential development level (whatpotential development level (what
problem level could she solve withproblem level could she solve with
guidance from a tutor)guidance from a tutor)
ZPD is based on the mental functionsZPD is based on the mental functions
that have not yet matured but arethat have not yet matured but are
being in the process of maturation.being in the process of maturation.

15. Zone of proximal developmentZone of proximal development

16. Zone of proximal developmentZone of proximal development
(ZDP)(ZDP)
It supports a representation of intellectualIt supports a representation of intellectual
development based on continuity.development based on continuity.
It states that learning can force cognitiveIt states that learning can force cognitive
developmentdevelopment
It states the role of the teacher as a necessaryIt states the role of the teacher as a necessary
mediator of child’s cognitive development.mediator of child’s cognitive development.

17. Learning, instruction andLearning, instruction and
development in Vygotsky’s viewdevelopment in Vygotsky’s view
The only good type of instruction is that which leadsThe only good type of instruction is that which leads
the cognitive development.the cognitive development.
The only good learning is that which is in advance ofThe only good learning is that which is in advance of
the development. Learning that is situated within thethe development. Learning that is situated within the
current developmental level is not desirable .current developmental level is not desirable .
How could we understand the statement that someHow could we understand the statement that some
learning doesn’t bring development?learning doesn’t bring development?

18. ScaffoldingScaffolding
Cognitive development inCognitive development in
the zone of proximalthe zone of proximal
development stresses thedevelopment stresses the
role of a social partner ofrole of a social partner of
the student (a teacher or athe student (a teacher or a
more skilled peer).more skilled peer).

19. Scaffolding:Scaffolding: the instructor becomes a supportive tool forthe instructor becomes a supportive tool for
the student in the zone of proximal development. Thethe student in the zone of proximal development. The
characteristics of an ideal teacher are those of a scaffold:characteristics of an ideal teacher are those of a scaffold:
It provides supportIt provides support
It functions as a toolIt functions as a tool
It extends the rangeIt extends the range
of the workerof the worker
It allows toIt allows to
accomplish a taskaccomplish a task
otherwise impossibleotherwise impossible
It is used selectively,It is used selectively,
when neededwhen needed

20. ScaffoldingScaffolding
In Vygotsky’s view, learning is an interactive, interpersonalIn Vygotsky’s view, learning is an interactive, interpersonal
activity:activity:
Instructor and student co-construct the solution to problemInstructor and student co-construct the solution to problem
Inequality between partners resides only in their respective levelsInequality between partners resides only in their respective levels
of understanding. Authority is sharedof understanding. Authority is shared
The psychological mechanism is to create (external) activities thatThe psychological mechanism is to create (external) activities that
will be later internalized by studentwill be later internalized by student

21. Scaffolding example:Scaffolding example:
Palincsar’s reciprocal learning (an instructional strategyPalincsar’s reciprocal learning (an instructional strategy
for improving reading comprehension). Intersubjectivityfor improving reading comprehension). Intersubjectivity
comes together with scaffolding.comes together with scaffolding.

22. ReferencesReferences
Cognitive development theoriesCognitive development theories
http://education.indiana.edu/~p540/webcourse/develop.htmlhttp://education.indiana.edu/~p540/webcourse/develop.html
Vygotsky Internet archiveVygotsky Internet archive
http://www.marxists.org/archive/vygotsky/http://www.marxists.org/archive/vygotsky/
Theories in psychology. VygotskyTheories in psychology. Vygotsky
http://www.psy.pdx.edu/PsiCafe/KeyTheorists/Vygotsky.htmhttp://www.psy.pdx.edu/PsiCafe/KeyTheorists/Vygotsky.htm
Vygotsky and language acquisitionVygotsky and language acquisition
http://www.sk.com.br/sk-vygot.htmlhttp://www.sk.com.br/sk-vygot.html
Zone of proximal development. Four stagesZone of proximal development. Four stages
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1zpd.htmhttp://www.ncrel.org/sdrs/areas/issues/students/learning/lr1zpd.htm
Situating the Zone of Proximal Development Situating the Zone of Proximal Development
http://www.westga.edu/~distance/ojdla/summer82/marsh82.htmhttp://www.westga.edu/~distance/ojdla/summer82/marsh82.htm
Animation scafoldingAnimation scafolding
http://www.coe.uga.edu/epltt/vygotskyconstructionism.htmhttp://www.coe.uga.edu/epltt/vygotskyconstructionism.htm
These are not animations, but are good examples for iconic representations of scientific conceptsThese are not animations, but are good examples for iconic representations of scientific concepts
(Bruner)(Bruner)
http://auc.uow.edu.au/conf/Conf96/Papers/McNaught.htmlhttp://auc.uow.edu.au/conf/Conf96/Papers/McNaught.html
Animation: Nerve Synapse (the same, Bruner)Animation: Nerve Synapse (the same, Bruner)
http://camel2.conncoll.edu/academics/zoology/courses/zoo202/Nervous/synapse.htmlhttp://camel2.conncoll.edu/academics/zoology/courses/zoo202/Nervous/synapse.html
Making sentencesMaking sentences
http://www.cs.fsu.edu/~jtbauer/sentence.htmlhttp://www.cs.fsu.edu/~jtbauer/sentence.html