VYGOTSKY'S

SOCIO-CULTURAL
THEORY
 He was born in Russia on
November 17, 1896 and
died on June 11, 1934 at
the age of 37.
 His work began when he
was studying learning and
development to improve
his own teaching.
 He wrote on language,
thought, psychology of
art, learning and
development and
educating students with
special needs.
 His experience, together
with his interest in literature
and his work as a
teacher, led him to
recognize social
interaction and language
as two central factors in
cognitive development.

 His theory became known

as Socio-Cultural Theory of
Development.
 SOCIAL Language
INTERACTIO
NS

Sociocultural theory of development: emphasizes the

crucial influence that social interactions and
language, embedded within a cultural context, have
on cognitive development.
 Vygotsky emphasized that effective
learning happens through participation
in social activities.
 Parents , teachers and other adults in
the learner’s environment all contribute
to the process. They explain, model,
assist, give directions and provide feed
back.
 Peers, on the other hand, cooperate
and collaborate and enrich the
learning experience.
This child islearning
to walk with the
help of a parent.
The parent holds
both hands sothe
child doesn’t have
to focus on both
balance and Soon, this child
moving her feet. will be able to
walk and run by
herself.
 What are you I’m writing a
writing? letter

Father’s knowledge
of letters:
Structure Child’s knowledge
(date, salutation, bo of letters:
dy, etc.) Mom and dad write
Purpose and receive letters.
(friendly, formal, etc.
)
Conventional
spelling and
grammar
 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 problems.
 It serves a social function but it also has
an important individual function. It
helps the learner to regulate and
reflect on his own thinking.
 Igotta go SIS LIKE A
down, then SSSSSSSNAKE.
up, then
down. There.
N.
 Zone of Actual Development refer in
which the child may perform at a
certain level of competency and
she/he may not immediately
proficient at it.

 Zone of Proximal Development refer to

the difference between what the
child accomplish alone and what
he/she can accomplish with
guidance of another.
The Known: The Unknown:
What Ican do by myself Zone of ProximalDevelopment: What Icannot do at
What Ican do with the help all
of someone else.
THE LEARNING SPACE
 Refers
to the support or assistance that lets
the child accomplish a task he/she
cannot accomplish independently.
 It
is not about doing the task for the child
while he/she watches.
 It is not about doing short cuts 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.
UNZIPPING THE LUNCH BAG,
OPENING THE FOOD
CONTAINER AND PUTTING
STRAW IN THE CHILD’S
JUICE TETRA PACK FOR
HER / HIM ISNOT
SCAFFOLDING.
 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 is
SCAFFOLDING.
 Leading the straw to the hole and letting
the child put the straw through the tetra
pack isSCAFFOLDING.
 Adults and peers are critical to the
learning process through scaffolding .
 Assisted
learning: providing strategic
help in the initial stages of learning,
gradually diminishing as students gain
independence.
 Teachingin the Zone—not too hard, not
too easy, but JUSTRIGHT.