The Sociocultural Theory of Lev Vygotsky
Vygotsky (Fig. 1) believed cognitive development results directly from social interactions (Eggen & Kauchak, 2010, p. 45). Through these social interactions, a child moves towards more individual learning. Vygotsky’s principles of cognitive development are More Knowledgeable Other (MKO) and Zone of Proximal Development (ZPD).
Vygotsky believed that learning occurs through social interaction with a person who has a better understanding or a higher ability level than the learner, with respect to a particular task, process or concept (McLeod, 2007). In most cases, the MKO is a parent or teacher but can also be a child’s peer.
The second important principle of Vygotsky’s work is the Zone of Proximal Development (Fig. 2). This relates to the difference between what a child can achieve by themselves and what a child can achieve with help and encouragement from another person.
Vygotsky believed that learning occurs through social interaction with a person who has a better understanding or a higher ability level than the learner, with respect to a particular task, process or concept (McLeod, 2007). In most cases, the MKO is a parent or teacher but can also be a child’s peer.
The second important principle of Vygotsky’s work is the Zone of Proximal Development (Fig. 2). This relates to the difference between what a child can achieve by themselves and what a child can achieve with help and encouragement from another person.
Fig. 2 ZPD
Language and Development
Vygotsky believed that language develops from social interactions, for communication purposes. He viewed language as man’s greatest tool, a means for communicating with the outside world (McLeod, 2007). Vygotsky’s theory states that language plays three different roles in development (Eggen & Kauchak, 2010, p.46):
1. Language gives learners access to knowledge others already possess
2. Language is a cognitive tool that allows a child to think about the world and solve problems
3. Language is a means for regulating and reflecting on their own thinking ( Eggen & Kauchak, 2010, p.46)
Contemporary applications
Reciprocal teaching and scaffolding are two contemporary, educational applications of Vygotsky’s theories (Cooper & Grieve, n.d.). Reciprocal teaching is used to improve students’ comprehension skills by a collaboration between the teacher and the students with the teacher’s role being gradually reduced over time. In literacy four strategies of reciprocal teaching are used. These four strategies are questioning, clarifying, summarising and predicting (Cooper & Grieve. n.d.). With regard to numeracy, the same four strategies are used in problem solving in mathematics but the extra strategies of visualizing, connecting and calculating are required (Meyer, 2014).
Scaffolding is assistance that helps children complete tasks they cannot complete independently (Eggen & Kauchak, 2010, p. 47). Vvgotsky’s theory of scaffolding with regard to the More Knowledge Other and Zone of Proximal Development is an important technique used in secondary schools. It includes direct instruction alternating with independent work, group activity and use of technology for reinforcement of concepts (Blake & Pope, 2008). Types of instructional scaffolding include modelling, think-aloud, questions, adapting instructional materials and prompts and cues (Eggen & Kauchak, 2010, p. 47).
While Vygotsky used an active approach that focused on social interaction to develop student learning, Piaget took a more constructivist theory that focused on the individual.
Fig. 1 Lev Vygotsky