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Lev Vygotsky’s Sociocultural Theory of Cognitive

Development
Last modified date November 11, 2022

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In early 20th century, Russian psychologist Lev Vygotsky developed a theory of cognitive development in
children widely known as Lev Vygotsky’s Sociocultural Theory of Cognitive Development.

Theories of Child Development

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Theories of Child Development

Unlike Piaget’s theory, Vygotsky proposed that social learning comes before cognitive development in
children, and that children construct knowledge actively. He suggested that cognitive development in early
childhood is advanced through social interaction with other people, particularly those who are more skilled.
Vygotsky’s Concept of Zone of Proximal Development

Lev Vygotsky is most recognized for his concept of Zone of Proximal Development (ZPD) pertaining to
cognitive development in children.

According to Vygotsky’s theory of cognitive development, children who are in the zone of proximal
development for a particular task can almost perform the task independently, but not quite there yet. With a
little help from other people, they’ll be able to perform the task successfully.
Factors that are essential in helping a child in the zone of proximal development:
  The presence of someone who has better skills in the task that the child is trying to learn. This
“someone” is known as a “More Knowledgeable Other”(MKO), which we will discuss below.
 The child can receive instructions from the MKO during the learning process.
 The MKO can offer temporary support (scaffolding) to the child during the learning process.

Let’s look at an example.

A five-year-old child knows how to ride a tricycle, but can’t ride a bicycle (with two wheels) unless his
grandfather holds onto the back of her bike. According to Vygotsky’s theory, this child is in the zone of
proximal development for riding bicycle.

With her grandfather’s help, this little girl learns to balance her bike. After some practising, she can ride the
bike on her own.

Vygotsky’s concept of Zone of Proximal Development underscores Vygotsky’s conviction that social
influences, particularly getting instructions from someone, are of immense importance on the cognitive
development in early childhood.

Lev Vygotsky believed that as children are given instructions or shown how to perform certain tasks, they
organize the new information received in their existing mental schemas. They use this information as guides on
how to perform these tasks and eventually learn to perform them independently.

Vygotsky’s Concept of More Knowledgeable Other

Vygotsky’s sociocultural theory emphasizes that children learn through social interaction that include
collaborative and cooperative dialogue with someone who is more skilled in tasks they’re trying to learn.
Vygotsky called these people with higher skill level the More Knowledgeable Other (MKO). MKO could be
teachers, parents, tutors and even peers.

In the example of a five-year-old girl learning to ride a bike, her grandfather not only holds onto the back of
the bike, but also verbally teaches her how to balance her bike. From the little girl’s point of view, her
grandfather is what Vygotsky would call a More Knowledgeable Other.
Vygotsky’s Concept of Scaffolding

Vygotsky’s concept of scaffolding is closely related to the concept of the Zone of Proximal Development.

Scaffolding refers to the temporary support given to a child by a More Knowledgeable Other that enables the
child to perform a task until such time that the child can perform this task independently.

According to Vygotsky’s theory, scaffolding entails changing the quality and quantity of support provided to a
child in the course of a teaching session. The MKO adjusts the level of guidance in order to fit the student’s
current level of performance.
For novel tasks, the MKO may utilize direct instruction. As the child gains more familiarity with the task and
becomes more skilled at it, the MKO may then provide less guidance.

To illustrate Vygotsky’s concept of scaffolding using our example of the five-year-old learning to ride a bike:

The little girl’s grandfather (MKO) may begin by holding onto the back of her bike the whole time that she is
on the bike. As the little girl gains more experience, her grandfather may release his hold intermittently.
Eventually the girl’s grandfather only grabs the bike when he needs to correct her balance. When the girl
finally masters the skill, her grandfather no longer needs to hold onto her bike anymore, and the scaffolds can
be removed.

Lev Vygotsky’s Influences on Cognitive Development

A major contribution of Vygotsky’s theory of cognitive development in children is the acknowledgement of

the social component in both cognitive and psychosocial development. Due to Vygotsky’s proffered ideas,
research attention has been shifted from the individual onto larger interactional units such as parent and child,
teacher and student, brother and sister, etc.

The Vygotsky theory also called attention to the variability of cultural realities, stating that the cognitive
development of children who are in one culture or subculture, such as middle class Asian Americans, may be
totally different from children who are from other cultures. Therefore, it would not be fitting to compare the
developmental milestones of children from one culture to those of children from other cultures.
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CategoriesPsychology

Vygotsky’s Theory of Cognitive Development in

Social Relationships
Posted on February 28, 2020 by Jonas Koblin

Vygotsky’s Theory of Social Development argues that community and language play a central part in learning.
Vygotsky believed that children develop independently of specific stages as a result of social interactions.

“Great. I was studying these cognitive development theories by reading study materials and was really falling
asleep. But as soon as I started to watch your cartoons I really got awaken. I believe this is a great way to
present knowledge. Respect!”

– Сат санга онлайн

The full story

Vygotsky’s Theory of Social Development argues that community and language play a central part in learning.
While Jean Piaget concluded that children’s cognitive development happens in stages, Vygotsky rejected his
ideas and believed that children develop independently of specific stages as the result of social interactions.

four elementary mental functions

Vygotsky claimed that we are born with four ‘elementary mental functions’ : Attention, Sensation,
Perception, and Memory. It is our social and cultural environment that allows us to use these elementary
skills to develop and finally gain ‘higher mental functions.’

the zone of proximal development

This development ideally happens in “The Zone of Proximal Development“. First, there is what we can do on
our own. Then there is the Zone of Proximal Development, which represents what we can do with the help of
an adult, a friend, technology or what Vygotsky called the More Knowledgeable Other. Last, there is what’s
beyond our reach.

example from twins

To illustrate this let us think of twins who are raised in a community in which boys are expected to learn and
succeed, while girls are only expected to be pretty. At the age of 10 months, both have the ability to crawl and
are in the zone of proximal development for learning how to stand on their feet.

The More Knowledgeable Other, in this case, the father, provides the boy with opportunities to practice in a
playroom that he has equipped with scaffolding and other objects. The boy is encouraged to explore the
equipment, and eventually, he uses it to pull himself up. A few hours later he’s cruising along the structures.
And a few days later he’s standing on his feet. The girl also has the potential to stand but does not receive any
support in learning the skill.

When we compare the two we see that, while the girl is still trying to get up, the boy has moved into a new
zone. He knows how to balance while standing and now has the potential to learn how to walk. Both will
eventually learn how to walk, but, according to Vygotsky, the boy will be more skilled.

The same principles apply to all learning and the development of higher cognitive functions. And only those
learning with the assistance of a capable mentor can reach the full potential of their ability.
Vygotsky, therefore, believed that inside the Zone of Proximal Development, learning can precede
development, which means, that a child is able to learn skills that go beyond their natural maturity.

vygotsky’s establishment

He also established an explicit connection between speech and mental concepts, arguing that inner speech
develops from external speech via a gradual process of “internalization”. This means that thought itself
develops as a result of conversation. Therefore, younger children who don’t finish this process can only “think
out loud”. Once the process is complete, inner speech and spoken language become independent.

lev vygotsky
Lev Vygotsky died of tuberculosis in 1934, at the age of 37. Despite his young age, he became one of the most
influential psychologists of the 20th century. He left the following advice for educators: “By giving students
practice in talking with others, we give them frames for thinking on their own.”

What do you think?

Can a child learn anything, regardless of any developmental prerequisites? And do we learn only through
social and cultural contexts? And If so, do you think it is appropriate for a more knowledgeable other to
determine what a child should learn next?