2. • The key them of Vygotsky's theory is that social
interaction plays a very important role in cognitive
development. He believed that individual development
could not be understood without looking into the social
and cultural context within which development
happens. Scaffolding is Vygotsky's term for the
a p p r o p r i a t e t a s k .
3. When Vygotsky was a young boy he was educated under a
teacher who used the Socratic method. This method was a
systematic question and answer approach that allowed
Vygotsky to examine current thinking and practice higher levels
of understanding. This experience together with his interest in
literature and his work as a techer, led him to recognize social
interaction and language as two central factors in cognitive
development. His theory become known as the Socio-Cultural
Theory of Development.
5. Vygotsky worked on his theory around the same
time as Piaget in between the 1920's and 30's but
they had clear differences in their views about
cognitive development. Since Piaget was taken up
already in the preceding module. It would be easier
now to see how his views compare with Vygotsky.
6. Piaget Vygotsky
More individual in fucos believe that there are
universal stages of cognitive development.
More social in fucos did not propose stages but
emphasized on cultural factors in cognitive
development.
Did not give much emphasis on language. Stressed the role of language in cognitive development.
development.
7. Sociocultural Theory of Development
This theory stated that students learn trough social
interactions and their culture.
8. 3 Central Factors of Cognitive Development
1. Social Interaction
- Vygotsky gave more weight on the social interactions that
contributed to the cognitive development of individuals.
- Vygotsky emphasized that effective learning happens through
participation in social activities.
9. 2. Cultural Factors
- Vygotsky believed in the crucial role on culture played on the
cognitive development of children.
- Vygotsky looked into a wide range of experience that a culture would
would give to a child.
- Piaget's theory was more individual.
- Piaget's work on Piagetian's task focused heavily on how an
individual's cognitive development become exident throught the
individuals own processing of the task.
10. 3. Language
- language opens the door for learners to acquire
knowledge that others already have.
- learners use language to understand and solve
problems.
- It helps learner regulate and reflect on his own thinking.
11. Private Speech
• is a form of self-talk that guides the child's thinking
and action.
Hands-on Activities
• help children acquire more knowledge than passive
listening.
12. Zone of Proximal Development
• defines those function that have not yet matured, but are in the
process.
• The gap between what a child can do alone and what a child can do
with a help of adults or peers who are more capable than the child.
(Papalia, et al, 2011)
13. Scaffolding
• The support or assistance that lets a child accomplish
independently.
• Involves judicious assistance given by the adult or peer.
14. Example of scaffolding:
• Adults unzips the zipper an inch or two and then hold the lunch
bag so that the child can continue to unzip the lunch bag.
•Loosening the food container lid just a bit and letting a child
open the lid himself.
15. Scaffolding and Fade-away Technique
• Withdrawing the guidance when the child could do on
their own what they could not initially do without
assistance.
16.
17. Vygotsky Theory
• Cognitive development is a product of social interactions.
• Claims that their is a strong connection between learning language
and the development of thinking.
• Highlights the role of mentor in cognitive development.
• Well applied to teaching strategies.
• More social in fucos.
• Emphasized on cultural factors in cognitive development.
18. "What a child can do in a corporation today, tomorrow
she/he will be able to do alone"
-Lev Vygotsky
