FINAL OUTPUT

1. VYGOTSKY’S SOCIO
CULTURAL THEORY
MODULE 9:
Prepared by: Jasmine A. Pasig
Bachelor of Elementary Education-1

2.  Key theme 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.

3.  Lev Vygostky was born in 1896. His
work began when he was studying
learning and development to
improve his own teaching. In his
lifetime, he wrote on language,
thought, psychology of art, learning
and development, and educating
students with special needs.
 Vygotsky’s ideas about language,
culture, and cognitive development
have become major influences in
psychology and education today.
 He educated under a teacher who
used the Socratic Method.
http://totallyhistory.com

4.  Socratic method was a systematic question
and answer approach that allowed Vygotsky
to examine current thinking and practice
higher level of understanding.
 With that experiences, together with his
interest in literature and his work as a
teacher, led him to recognize social
interaction and language as two central
factors in cognitive development.
 His theory became known Socio-Cultural
Theory of Development.

5.  Vygotsky worked on his theory around the
same time as Piaget.
 Between 1920’ and 30’s.
 They had a clear differences in their views
about cognitive development.

6. PIAGET VYGOTSKY
 More individual in focus
 Believed that there are universal stages
of cognitive development
 More social in focus
 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

7. SOCIAL INTERACTION
 It gave more weight on the social
interactions that contributed to the cognitive
development of individuals.
 For him, the social environment or the
community takes on a major role in one’s
development.
 Vygotsky emphasized that effective learning
happens through participation in social
activities, making the social context of
learningg crucial.

8. SOCIAL INTERACTION
 Parents, teachers and other adults in the
learners environment all contribute to the
process. They explain, model, assist, give
directions and provide feedback to the
learners.
 Peers, on the other hand, cooperate and
collaborate and enrich the learning
experience.

9. LANGUAGE
 Language opens the door for learners to
acquire knowledge that others already have.
 Learners can use language to know and
understand the world and solve problem.
 Language helps the learners regulate and
reflect on their own thinking.

10. EXAMPLE:
Observe a preschoolers play and you may hear,
“ Gagawin ko itong airplane (holding a rectangular block), tapos ito
ang airport (holding two long blocks). “
 Talking-to-oneself
- is an indication of the thinking that goes on in
the mind of the child.
 Private Speech
- is a form of self-talk that guides the child’s
thinking and action.
Vygotsky believed in the essential role of activities in
learning. Children best through hands-on activities
than when listening passively. Learning by doing is
even made more fruitful when children interact with
knowledgeable adults and peers.

11. ZONE OF ACTUAL DEVELOPMENT
 Learning a skill and may perform a certain
level of competency alone.
ZONE OF PROXIMAL DEVELOPMENT
(ZPD)
 It is a learning oppurtunity where a
knowledgeable adult such as a teacher or
parent or a more advanced peer can assist the
child’s development.

12. EXAMPLE:
https://www.google.com/url?sa=i&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwij88rBoLvlAhXJFIgKHUwzBm
4Qjhx6BAgBEAI&url=http%3A%2F%2Feinsteinisdead.com%2Fsociocultural-theory-lev-vygotsky-
essay.html&psig=AOvVaw2X0pa9PrFMuP2neZWIEv-p&ust=1572224904545546

13. MORE KNOWLEDGEABLE OTHER (MKO)
 Competent adult or a more advanced peer.
SCAFFOLDING
 It is a support or assistance that lets the
child accomplish a task he cannot
accomplish independently.
 Scaffolding should involve the judicious
assistance given by the adult or peer so that
the child can move from the zone of actual
development to zone of proximal
development.

14. For examples:
 “When the adult unzips the zipper an inch or
two, and then holds the lunch bag still so
that the child can continue to unzip the
lunch bag.”
 “Loosening the food container lid just a bit
and letting the child open the lid himself.”
 “Leading the straw to the hole and letting
the child put the straw through the tetra
pack hole.”

15. SCAFFOLD AND FADE AWAY TECHNIQUE
 Withdrawing the guidance when the child
could do on their own, what they could not
initially do without assistance.
“ What a child can do in cooperation today, tomorrow she/he will able to do
alone.”
-LEV VYGOTSKY