11.2.1 Vygotsky's Theory

Vygotsky's theory of social cognition

Children need extra guidance, can't just learn by doing, and need an adult to help them out of the zone of proximal development

Child = learner

Adult = teacher

Vygotsky argues that learning is a social process where children acquire new knowledge and more advanced reasoning skills from more advanced individuals who are considered experts

Vygotsky proposed the concept of proximal development. In this zone learning takes place

Zone of proximal development:

The difference between what a child can do independently and what they require help to do

The way children move from a zone of proximal development, learners can receive help from more advanced individuals through the process of scaffolding

Teachers can use scaffolding to help learners move from a zone of proximal development, towards being able to complete tasks independently

Scaffolding:

When a teacher provides a framework that will allow the child to work towards being able to complete a task independently. (tool for growth)

The structure of intellect:

Elementary mental functions:

Innate capabilities such as reflexes

Higher mental functions:

More complex processes such as decision-making and problem-solving

Key factors in cognitive development according to Vygotsky:

Language:

Learn from a caregiver and is used to communicate.
The child demonstrates inner speech, only using external speech to communicate
The child then demonstrates self-talk, allowing them to regulate their behaviour

Social interaction:

For children to progress, they need interaction with an adult to guide them through their learning. This will help the child progress from needing lots of help to independently working

Culture:

Children are seen as benefitting from the knowledge of previous generations which they gain through interactions with caregivers. This means cultural attitudes and beliefs are passed from one generation to the next

Evaluation:

(1)

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P: Some critics argue that Vygotsky's theory overemphasizes the role of social factors in cognitive development.

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E: While social interaction is important, cognitive development is also influenced by biological and individual factors that Vygotsky's theory may underplay.

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E: For instance, Piaget's theory, which focuses more on individual cognitive processes, offers a different perspective on how children develop reasoning skills.

(2)

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P: Vygotsky's theory has broader implications beyond education.

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E: His ideas on the influence of culture and social interaction have been applied to areas such as workplace learning and community development.

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E: This broad applicability highlights the versatility and relevance of Vygotsky's concepts in various contexts.

(3)

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P: Vygotsky's theory was developed within a collectivist culture.

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E: As a result, it may only be suited to collectivist cultures as they value social interaction and not individualistic cultures

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E: Therefore, Vygotsky's theory may not be generalisable to other cultures

Comparison:

Unlike Piaget, Vygotsky can explain the influence of the social environment on cognition and development

Vygotsky's Theory Simplified Revision Notes for A-Level Edexcel Psychology

11.2.1 Vygotsky's Theory

Vygotsky's theory of social cognition

Zone of proximal development:

Scaffolding:

The structure of intellect:

Elementary mental functions:

Higher mental functions:

Key factors in cognitive development according to Vygotsky:

Language:

Social interaction:

Culture:

Evaluation:

(1)

(2)

(3)

Comparison:

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