Lev Vygoskys Socialcultural Theory
Lev Vygotsky’s Socialcultural Theory
Vicky Phillips
ECE 101
Lev Vygotsky’s Socialcultural Theory
Lev Vygotsky’s Cultural-Historical Theory is the idea that a child’s social environment was a major contributor to how each child developed. In my own experiences in the classroom I see how each child is an individual and how their development is a product of their environment. Vygotsky’s Zone of Proximal Development (ZPD) is the concept that having assistance and guidance from others, children can learn tasks that is too difficult for them to do on their own. Scaffolding is an important part of ZPD; it is the support and guidance while learning a new task. Lev Vygotsky was born in Orsha, Belarus in 1986. In 1917 he graduated from the University of Moscow with a law degree. His real interests were in psychology of education and children with learning disabilities. He was a primary instigator of special education services in Russia. He died at the age of 38 after he contracted tuberculosis from his brother, whom he was taking care of. His work was not fully appreciated until the twentieth century when it became a great influence on developmental psychology, education, and child development. Several theorists influenced Vygotsky: Karl Marx, Jean Piaget, William Stern, and Wilhem Hegel are just a few. His theories come closer to the theories of Karl Marx; both believed that; their environments influence humans. “Vygotsky believed that children’s mental, language, and social development is supported by and enhanced through social interaction. This view is the opposite of the Piagetian perspective, which sees children as much more solitary developers of their own intelligence and language.” (Morrison, 2009, p.121)
William Stern was another theorist who influenced Vygotsky. Stern believed that the individual not the social construction was the essence of personality and intelligence. Vygotsky believed intelligence was a process activity. Hegel
Vicky Phillips
ECE 101
Lev Vygotsky’s Socialcultural Theory
Lev Vygotsky’s Cultural-Historical Theory is the idea that a child’s social environment was a major contributor to how each child developed. In my own experiences in the classroom I see how each child is an individual and how their development is a product of their environment. Vygotsky’s Zone of Proximal Development (ZPD) is the concept that having assistance and guidance from others, children can learn tasks that is too difficult for them to do on their own. Scaffolding is an important part of ZPD; it is the support and guidance while learning a new task. Lev Vygotsky was born in Orsha, Belarus in 1986. In 1917 he graduated from the University of Moscow with a law degree. His real interests were in psychology of education and children with learning disabilities. He was a primary instigator of special education services in Russia. He died at the age of 38 after he contracted tuberculosis from his brother, whom he was taking care of. His work was not fully appreciated until the twentieth century when it became a great influence on developmental psychology, education, and child development. Several theorists influenced Vygotsky: Karl Marx, Jean Piaget, William Stern, and Wilhem Hegel are just a few. His theories come closer to the theories of Karl Marx; both believed that; their environments influence humans. “Vygotsky believed that children’s mental, language, and social development is supported by and enhanced through social interaction. This view is the opposite of the Piagetian perspective, which sees children as much more solitary developers of their own intelligence and language.” (Morrison, 2009, p.121)
William Stern was another theorist who influenced Vygotsky. Stern believed that the individual not the social construction was the essence of personality and intelligence. Vygotsky believed intelligence was a process activity. Hegel
References: Deborah J Leong, & Elena Bodrova. (2001, January). Lev Vygotsky: Playing to learn. Scholastic Early Childhood Today. Retrieved April 4, 2011, from Research Library. (Document Id: 65662073) Levykh, M. Proximal Development. Educational Theory, 58(1), 83 – 101. Retrieved April 16, 2001, from ProQuest Education Journals Morrison, George S. (2009). Early Childhood Education Today. New Jersey: Pearson Education, Inc. Schroth, S. (2009, September). Introducing Vygotsky: a guide for practitioners and students in early years education Library. (Document ID: 1867728821). Witt, Gary A., Mossler, Ronald A. (2010). Adult Development and Life Assesment. San Diego: Bridgepoint Education, Inc.