Scribd
Upload
3 views

Module-9

Vygotsky’s Socio-Cultural Theory emphasizes the importance of social interaction and cultural context in cognitive development, highlighting the role of scaffolding as support provided by teachers. The theory contrasts with Piaget’s focus on individual cognitive stages, stressing the influence of language and collaborative learning. Key concepts include the Zone of Proximal Development, which illustrates the difference between what a child can achieve independently versus with guidance, and the process of scaffolding that fosters independent learning.

Uploaded by

ae.mahiposroselyn
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
3 views

Module-9

Vygotsky’s Socio-Cultural Theory emphasizes the importance of social interaction and cultural context in cognitive development, highlighting the role of scaffolding as support provided by teachers. The theory contrasts with Piaget’s focus on individual cognitive stages, stressing the influence of language and collaborative learning. Key concepts include the Zone of Proximal Development, which illustrates the difference between what a child can achieve independently versus with guidance, and the process of scaffolding that fosters independent learning.

Uploaded by

ae.mahiposroselyn
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 26

Module 9

Vygotsky’s Socio-Cultural Theory


Overview
The 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. Scaffolding is
Vygotsky’s term for the appropriate assistance given
by the teacher to assist the learner accomplish a task.

as
Learning Outcomes
At the end of this module, you should be able to:

1. Explain why Vygotsky’s theory is called “Socio-


cultural” theory.
2. Differentiate Piaget and Vygotsky’s views on
cognitive development.
3. Explain how scaffolding is useful in teaching a
skill.

as
Activity
1. As a child, recall a skill that you wanted
to learn and eventually learned well,
through the help of another person.
2. What made you interested to learn the
skill?
3. Who taught or assisted you?
4. Describe how you went about learning the
skill. Describe what steps or actions the
person did in order to help you learn.
Analysis

1. What factors in the environment


influenced you to learn the skill?
2. Did the person who taught or assisted
you make use of scaffolding? If yes, how?
Abstraction
Vygotsky’s Sociocultural Cognitive Theory

• Views human development


as a socially mediated
process in which children
acquire their cultural values,
beliefs, and problem-solving
strategies through
collaborative dialogues with
more knowledgeable
members of society.
Vygotsky’s Sociocultural Cognitive Theory

The key theme of Vygotsky’s theory is


that social interaction plays a very
important role in cognitive
development. Scaffolding is his term
for the appropriate assistance given
by the teacher to assist the learner
accomplish a task.
Vygotsky’s Sociocultural Cognitive Theory

Sociocultural Cognitive Theory of


Development – Vygotsky’s theory
recognizing social interaction and
language as two central factors in
cognitive development.
Piaget and Vygotsky

Piaget
 More individual in focus.
 Believed that there are universal
stages of cognitive development.
 Did not give much emphasis on
language
Piaget and Vygotsky

Vygotsky
 More social in focus
 Did not propose stages but
emphasis is on cultural factors in
cognitive development
 Stressed the role of language in
cognitive development
Vygotsky’s Sociocultural Cognitive Theory

Social Interaction – Vygotsky gave more


weight on the social interactions that
contributed to the cognitive development
of individuals. The social environment takes
on a major role in one’s development.
Effective learning happens through
participation in social activities, making the
social context of learning crucial. Parents,
teachers and other adults in the learner’s
environment all contribute to the process.
Vygotsky’s Socio-Cultural Theory

Cultural factors – Vygotsky looked into


the wide range of experiences that a
culture would give to a child. For
example, one culture’s view about
education, how children are trained
early in life, all can contribute to the
cognitive development of the child.
Vygotsky’s Socio-Cultural Theory

Language – Learners can use language


to know and understand the world
and solve problems. It helps the
learner regulate and reflect on his
own thinking. Children talk to
themselves. Private speech is a form
of self-talk that guides the child’s
thinking and action.
Vygotsky’s Socio-Cultural Theory

Vygotsky believed in the essential role


of activities in learning. Children
learn best through hands-on
activities. It is even more fruitful
when children interact with
knowledgeable adults and peers.
Vygotsky’s Socio-Cultural Theory

Zone of Actual Development – refers


to the level of competency achieved
by a child as he performs a task
alone.
Vygotsky’s Socio-Cultural Theory

Zone of Proximal Development – the


difference between what the child
can accomplish alone and what
he/she can accomplish with the
guidance of a More Knowledgeable
Other (MKO).
Vygotsky’s Socio-Cultural Theory

Scaffolding – the support or assistance


that lets the child accomplish a task
he cannot accomplish
independently. It is not about doing
a task for the child while he
watches.
Vygotsky’s Socio-Cultural Theory

Scaffolding, when done appropriately,


can make a learner confident and
eventually he can accomplish the
task without any need of assistance.
Vygotsky’s Socio-Cultural Theory

The process of scaffolding moves in


four (4) levels:

1. I do, you watch.


2. I do, you help.
3. You do, I help.
4. You do, I watch.
Vygotsky’s Socio-Cultural Theory

Learning will depend on the skill of the


MKO, the learners’ readiness and
ability to learn, and the difficulty of
the skill being learned.
Vygotsky’s Ideas

1. His theory focuses on the role of culture


in the development of mental abilities,
like speech and reasoning in children.
2. He viewed cognitive development as a
social process where children learn from
experienced adults.
3. Adults in society foster children’s
cognitive development by engaging
them in challenging and meaningful
activities.
Summary

Vygotsky’s Sociocultural Theory has


significant implications for classroom
learning. Teachers guide, assist and
encourage children. They help children
develop problem-solving approaches
that may be relevant to other situations.
Application
1. Read a research that is related to
Vygotsky’s theory, then fill out the
matrix below.
Problem Research Methodology

Findings Conclusions

Source: (bibliographical entry format)


Application

2. From the module on Vygotsky’s Socio-


Cultural Theory, I realized that…..
Thank you.

You might also like