The Child and Adolescents Learners and

MODULE 9
Learning Principles

Vygotsky's
Socio-Cultural Theory
By Gyzza Ferl Adlawan
 Table
of contents
01 Introduction
04 Zone of Proximal
Development

02 ABSTRACTION

05
GENERALIZATION
Conclusions

03 Piaget and Vygotsky

Introduction
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.
Can I ask you a question?
As a child, recall a skill that you wanted to
learn and eventually learned well, through
the help of another person.

Who taught or assisted you?

Describe how you went about learning the

skill. Did you learn something from it?
 ABSTRACTION /GENERALIZATION
Lev Vygotsky
Lev Vygotsky was a prominent Russian psychologist
who lived from 1896 to 1934. He is best known for his
sociocultural theory, which revolutionized our
understanding of how children learn and develop.

Vygotsky believed that cognitive development is not just

about individual maturation, but is deeply intertwined with
the social and cultural context in which a child grows up. He
argued that learning happens through interaction with
more knowledgeable others, such as parents, teachers,
and peers.
Vygotsky's education under a teacher using the Socratic
method, along with his interest in literature and teaching
experience, led him to emphasize social interaction and
language as key elements in cognitive development.
This formed the basis of his Socio-Cultural Theory of
Development.
Piaget and Vygotsky
Vygotsky worked on his theory around the same time as Piaget
Between the 1920's and 30's
They had clear differences in their views about cognitive development.

Piaget Vygotsky

More individual in focus More social in focus

Did not propose stages but

Believed that there are
emphasized on cultural
universal stages of
factors in cognitive
cognitive development development

Did not give much Stressed the role of language in

emphasis on language cognitive development
Social interaction and language as two central factors in cognitive development
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 learning crucial.

Peers, on the other hand, cooperate and collaborate and

enrich the learning experience
Social interaction and language as two central factors in cognitive development

Cultural factors
Vygotsky emphasized
the influence of culture
on children's cognitive
Language
development
Language opens the door for learners to acquire
Vygotsky considered
knowledge that others already have.
how a culture's values,
education practices, Learners can use language to know and
and early training
understand the world and solve problems.
impact a child's
cognitive development
It helps the learner regulate and reflect on his
own thinking
Language Social interaction and language as two central factors in cognitive development

EXAMPLE
Observe 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
a form of self-talk that guides the child's thinking
and action.

Vygotsky believed in the essential role of activities in learning. Children learn 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.
 Zone of Proximal Development (ZPD)
ZONE OF ACTUAL DEVELOPMENT

Learning a skill and may perform a certain level of competency alone.

Zone of Proximal Development (ZPD)

The zone represents a

learning opportunity where
a knowledgeable adult
such as a teacher or parent
or a more advanced peer
can assist the child's
development.
More Knowledgeable Other (MKO)
Scaffolding
e gu id an c e of a M K O ,
with th It is a suppo
rt or assista
competent adult or a more that lets the nce
advan ced p e e r, th e c h ild ca n child
accomplish
perfo rm a t a h ig h er le v el o f a task he ca
accomplish nnot
competency. independent
Scaffolding ly.
should invol
rocess moves the judiciou ve
MKO scaffo ld s, the p s assistance
in four levels: given by the
adult or pee
that the chil r so
d can move
I do, you watch. the zone of from
actual to the
I do, you help. zone of prox
imal
You do, I help. developmen
t.
You do, I watch.
Scaffolding 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 is scaffolding.

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

The examples given above shows how a right amount of assistance can allow the
child to accomplish the task. The instructor should scaffold in such a way that the
gap is bridged between the learner's current skill levels and the desired skill level.
Scaffold and fade-away technique
As learners become more proficient, able to
complete tasks on their own that they could not
initially do without assistance, the guidance can
be withdrawn.

Scaffolding, when done appropriately can make

a learner confident and eventually he can
accomplish the task without any need for
assistance
 Conclusions
Vygotsky's sociocultural theory has had a lasting
impact on education and child development. It
has led to a greater emphasis on collaborative
learning, scaffolding (providing temporary support
to help children learn), and recognizing the
importance of cultural influences in the learning
process
 “What a child can do in
cooperation today, tomorrow
she/he will be able to do alone”

-Lev Vygotsky
Thank you!