Lev Vygotsky (1896-1934) was a Russian psychologist whose sociocultural theory emphasizes the importance of culture and interaction in the development of cognitive abilities. Vygotsky differed with Piaget in that he believed that a person has not only a set of abilities but also a set of potential abilities that can be realized if given the proper guidance from others. Vygotsky developed theories on teaching that have been adopted by educators today.

Like Piaget, Vygotsky acknowledged intrinsic development, but he argued that it is the language, writings, and concepts arising from the culture that elicit the highest level of cognitive thinking (Crain, 2005). He believed that social interactions with teachers and more learned peers could facilitate a learner’s potential for learning. Without this interpersonal instruction, he believed learner’s minds would not advance very far as their knowledge would be based only on their own discoveries.

Vygotsky’s best-known concept is the Zone of Proximal Development (ZPD). The ZPD has been defined as “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance, or in collaboration with more capable peers” (Vygotsky, 1978, p. 86). More simply, the ZPD refers to tasks someone can accomplish with assistance, but not quite yet on their own. With the right kind of teaching, however, they can accomplish it successfully. Vygotsky stated that learners should be taught in the ZPD. A good teacher identifies a child’s ZPD and helps the child stretch beyond it. Then the adult (teacher) gradually withdraws support until the child can then perform the task unaided. Researchers have applied the metaphor of scaffolds (the temporary platforms on which construction workers stand) to this way of teaching. Scaffolding is the temporary support that parents or teachers give a child to do a task.

Zone of proximal development. [Image by Dcoetzee is licensed under CC0 1.0]

Children talk to themselves too. Vygotsky believed that children talk to themselves in order to solve problems or clarify thoughts. As children learn to think in words, they do so aloud, referred to as private speech, speech meant only for one’s self. Eventually, thinking out loud becomes thought accompanied by internal speech, and talking to oneself becomes a practice only engaged in when we are trying to learn something or remember something. This inner speech is not as elaborate as the speech we use when communicating with others (Vygotsky, 1962).

Attribution

“Chapter 8: Cognitive Development in Early Childhood” by Jean Zaar, Child Growth and Development is licensed under CC BY-NC 4.0

“Social Constructivism” by Nicole Arduini-Van Hoose, Child Psychology is licensed under CC BY-NC-SA 4.0