VYGOTSKY ‘S

SOCIO-CULTURAL THEORY
LEV VYGOTSKY
 HE WAS BORN IN RUSSIA ON NOV.17, 1896 AND DIED ON JUNE 11, 1934 AT
AGE OF 37
 HIS WORK BEGAN WHEN HE WAS STUDYING LEARNING AND DEVELOPMENT TO
IMPROVE HIS OWN TEACHING.
 HE WROTE ON LANGUGE, THOUGHT, PSYCHOLOGY OF ART, LEARNING AND
DEVELOPMET AND EDUCATING STUDENTS WITH SPECIAL NEEDS.
 HIS EXPPERIENCE TOGETHER WITH HIS INTEREST IN LITERATURE AND HIS WORK AS
A TEACHER, LED HIM TO RECOGNIZE SOCIAL INTERACTION AND LANGUAGE AS
TWO CENTRAL FACTOR IN COGNITIVE DEVELOPMENT.
 HIS THEORY BECAME KNOWN AS SOCIO-CULTURAL THEORY OF DEVELOPMENT
 VYGOTSKY ‘S
SOCIO-CULTURAL THEORY
MORE ZONE OF PROXIMAL SCAFFOLDING IMPLICATION FOR
KNOWLEDGABLE DEVELOPMENT TEACHERS OF
OTHER (ZPD) VYGOTSKY’S
THEORY
 VYGOTSKY ‘S
SOCIO-CULTURAL THEORY
MORE KNOWLEDGABLE OTHER

SOCIAL INTER ACTION

 VYGOTSKY EMPHASIZED THAT EFFECTIVE LEARNING HAPPENS THROUGH
PARTICIPATION IN SOCIAL ACTIVITIES.
 PARENTS, TEACHER AND OTHER ADULTS IN THE LEARNER’S ENVIRONMENT ALL
CONTRIBUTE TO THE PROCESS.
 PEER ON THE OTHER HAND, COOPERATE AND COLLABORATE AND ENRICH THE
LEARNING EXPERIENCE.
CULTURAL FACTORS
 VYGOTSKY BELIEVED IN THE CRUCIAL ROLE THAT CULTURE PLAYED ON THE COGNITIVE
DEVELOPMENT OF A CHILD.
 VYGOTSKY, LOOKED INTO THE WIDE RANGE OF EXPERIENCES THAT A CULTURE WOULD
GIVE TO A CHILD.
 VYGOTSKY ‘S
SOCIO-CULTURAL THEORY
MORE KNOWLEDGABLE OTHER

LANGUAGE
 CAN BE VIEWED AS A VERBAL EXPRESSION OF CULTURE.
 EVERY CULTURE HAS THE WORDS IT NEEDS FOR ITS LIFESTYLE.
 IT OPENS THE DOOR FOR LEARNERS TO ACQUIRE KNOWLEDGE THAT OTHERS
ALREADY HAVE.
 IT IS USE TO KNOW AND UNDERSTAND THE WORLD AND SOLVE PROBLEM.
 IT SERVE A SOCIAL FUNCTION BUT IT HAS AN IMPORTANT INDIVIDUAL
FUNCTION. IT HELPS THE LEARNER TO REGULATE AND REFLECT ON HIS OWN
THINKING.
PRIVATE SPEECH
 IS A FORM OF SEL-TALK THAT GUIDES THE CHILD’S THINKING AND ACTION.
 VYGOTSKY ‘S
SOCIO-CULTURAL THEORY
ZONE OF PROXIMAL DEVELOPMENT

 ZONE OF ACTUAL DEVELOPMENT IS WHEN A CHILD ATTEMPTS

TOPERFORM A SKILL ALONE, SHE MAY NOT BE IMMEDIATELY
PROFICIENT AT IT.
 HOWEVER WITH THE GUIDANCE OF A MORE KNOLEDGEABLE
OTHER (MKO), COMPETENT ADULT OR A MORE ADVANCED PEER,
THE CHILD CAN PERFORM AT A HIGHER LEVEL OF COMPETENCY.
 ZONE OF PROXIMAL DEVELOPMENT REFER TO THE DIFFERENCE
BETWEEN WHAT THE ACCOMPLISH ALONE AND WHAT HE/SHE
CAN ACCOMPLISH WITH THE GUIDANCE OF ANOTHER.
 VYGOTSKY ‘S
SOCIO-CULTURAL THEORY
SCAFFOLDING

 REFER TO THE SUPPORT OR ASSISTANCE THAT THE CHILD

ACCOMPLISH A TASK HE/SHE CANNOT ACCOMPLISH
INDEPENTDENTLY.
 IT IS NOT ABOUT DOING THE TASK FOR THE CHILD WHILE HE/SHE
WATCHES.
 IT IS NOT ABOUT DOING SHORTCUTS FOR THE CHILD.
 IT SHOULD INVOLVE THE JUDICIOUS ASSISTANCE GIVEN BY THE
ADULT OR PEER SO THAT THE CHILD CAN MOVE FROM THE ZONE
OF ACTUAL TO THE ZONE OF PROXIMAL DEVELOPMENT.
 VYGOTSKY ‘S
SOCIO-CULTURAL THEORY
IMPLICATION FOR TEACHERS OF VYGOTSKY’S THEORY

ADULT AND PEER ARE CRITICAL TO THE LEARNING

PROCESS THROUGH SCAFFOLDING.
ASSISTED LEARNING: PROVIDING STRATEGIC HELP IN
THE INITIAL STRAGES OF LEARNING, GRADUALLY
DIMINISING AS STUDENTS GAIN INDEPENDENCE.
TEACHING IN THE ZONE- NOT TOO HARD, NOT TOO
EASY, BUT JUST RIGHT