Sociocultural theory is an emerging theory in psychology that looks at the important contributions that society makes to individual development. This theory stresses the interaction between developing people and the culture in which they live. Sociocultural theory also suggests that human learning is largely a social process.

What is Vygotsky's Theory?

Sociocultural theory grew from the work of seminal psychologist Lev Vygotsky, who believed that parents, caregivers, peers, and the culture at large were responsible for developing higher-order functions. According to Vygotsky, learning has its basis in interacting with other people. Once this has occurred, the information is then integrated on the individual level.

Who is responsible?

Vygotsky argued thatplay leads to development. "While imitating their elders in culturallypatterned activities, children generate opportunities for intellectualdevelopment. Initially, their games are recollections and reenactments of realsituations; but through the dynamics of their imagination and recognition ofimplicit rules governing the activities they have reproduced in their games,children achieve an elementary mastery of abstract thought."

How to apply?

<img alt="Aditya Mulukuri" src="https://miro.medium.com/max/500/0*QDWRBQcAFBh" width="28" height="28">The major theme of Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the development of cognition. Vygotsky (1978) states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals.”A second aspect of Vygotsky’s theory is the idea that the potential for cognitive development depends upon the “zone of proximal development” a level of development attained when children engage in social behavior. Full development of the ZPD depends upon full social interaction. The range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone.Applications of Vygotsky’s Theory to Education The most important application of Vygotsky’s theory to education is in his concept of a zone of proximal development. This concept is important because teachers can use it as a guide to a child’s development. It allows a teacher to know what a student is able to achieve through the use of a mediator and thus enables the teacher to help the child attain that level by themselves.A second important aspect of Vygotsky's theory is the role of play in histheory. According to this perspective teachers need to provide children,especially young children, many opportunities to play. Through play, andimagination a child's conceptual abilities are stretched. Vygotsky argued thatplay leads to development. "While imitating their elders in culturallypatterned activities, children generate opportunities for intellectualdevelopment. Initially, their games are recollections and reenactments of realsituations; but through the dynamics of their imagination and recognition ofimplicit rules governing the activities they have reproduced in their games,children achieve an elementary mastery of abstract thought." (Cole, 1978).Since language holds a central role in Vygotsky's theory, and is essential tothe development of thinking, the school needs to provide many opportunities thatallow children to reach the third stage of speech, which is inner speech, sinceit is this stage which is responsible for all higher levels of functioning.

The major theme of Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the development of cognition. Vygotsky (1978) states: “Every function in the child’s…

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The major theme of Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the development of cognition. Vygotsky (1978) states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals.”

A second aspect of Vygo tsky’s theory is the idea that the potential for cognitive development depends upon the “zone of proximal development” a level of development attained when children engage in social behavior. Full development of the ZPD depends upon full social interaction. The range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone.

Applications of Vygotsky’s Theory to Education The most important application of Vygotsky’s theory to education is in his concept of a zone of proximal development. This concept is important because teachers can use it as a guide to a child’s development. It allows a teacher to know what a student is able to achieve through the use of a mediator and thus enables the teacher to help the child attain that level by themselves.

A second important aspect of Vygotsky's theory is the role of play in histheory. According to this perspective teachers need to provide children,especially young children, many opportunities to play. Through play, andimagination a child's conceptual abilities are stretched. Vygotsky argued thatplay leads to development. "While imitating their elders in culturallypatterned activities, children generate opportunities for intellectualdevelopment. Initially, their games are recollections and reenactments of realsituations; but through the dynamics of their imagination and recognition ofimplicit rules governing the activities they have reproduced in their games,children achieve an elementary mastery of abstract thought." (Cole, 1978).

Since language holds a central role in Vygotsky's theory, and is essential tothe development of thinking, the school needs to provide many opportunities thatallow children to reach the third stage of speech, which is inner speech, sinceit is this stage which is responsible for all higher levels of functioning.

Vygotsky’s Cognitive Development Theory

What is Vygotsky's Theory?

Who is responsible?

How to apply?

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