Vygotsky
Social Development Theory

The theme of Russian psychologist Lev Vygotsky’s (1896-1934) Social Development Theory is that social interaction plays a central role in the development of intelligence. 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).

One of the main principles of Vygotsky’s theory is the ‘Zone of Proximal Development’ (ZPD). He believed that community plays a central role in the process of ‘making meaning’ and that social learning precedes and impacts development. Full development of the ZPD depends upon full social interaction. The range of skill that can be developed with adult guidance or peer collaboration goes beyond that which can be achieved alone.

A second principle of Vygotsky’s work is known as the ‘More Knowledgeable Other’ (MKO). This is a simple concept that refers to someone who has a better understanding or a higher ability level than the learner. The MKO can be a teacher, an older adult, a child’s peer, and adult’s child or an electronic tutor.

Vygotsky’s theory placed emphasis on (1) culture affecting/shaping cognitive development; (2) social factors contributing to cognitive development; and (3) the role of language as an accelerator in cognitive development. Vygotsky claimed that infants are born with the basic materials/abilities for intellectual development known as ‘Elementary Mental Functions'. These functions, through interaction within the socio-cultural environment, are developed into more sophisticated and effective mental processes/strategies which he refers to as ‘Higher Mental Functions’. Vygotsky also refers to ‘Tools of Intellectual Adaptation’; these ‘tools’ are culturally determined and allow children to use their basic mental functions more effectively/adaptively.

As the digital age continues to develop, many aspects of society transform to these new developments. One of these aspects of change is Education. The implementation of technology in the classroom is increasing at an astonishing rate. Technology is made available as a resource, much like textbooks, to be used by the students as they solve problems, look for information, and find ways to apply what they have learned in a meaningful way while the instructors act as coaches and guides.

Vygotsky’s theory focuses on the role teacher’s play in the development of a student. Teachers collaborate with their students in order to facilitate learning and the student takes an active role in their own learning process. The physical classroom, based on Vygotsky's theory, would provide a clustered work space for peer instruction, collaboration, and small group instruction. Like the environment, the instructional design of material to be learned would be structured to promote and encourage student interaction and collaboration. Thus the classroom becomes a community of learning.

Schools today are allowing students access to a learning environment that is supportive and empowers them to develop their own personal strengths. More and more teachers are incorporating internet-based applications into their curriculum.  Many applications can be incorporated into the teaching strategy of ‘Scaffolding’. Each scaffold facilitates a student’s ability to build on prior knowledge and internalize new information. As the learner’s ability increases, the scaffolding provided by the teacher is slowly removed, until the learner is able to complete a task independently (Bruner 1982). Many internet applications are created in such a way that a student can only move to the next higher level once they have satisfactorily completed the current level.  Along with working independently, students should be encouraged to work collaboratively in groups. It is through this interaction with their peers that they are able to share their ideas and learn from each other.  Assessments then should target the students’ zone of proximal development. Students should be assessed on both their levels of actual development and potential development.

Collaboration and peer instruction was once only possible in a shared physical space, but today these peer learning relationships can be formed from a distance through cyberspace. Technology is a stimulating tool that students can use to moderate and develop their own learning within themselves, thus making Vygotsky’s theories actually easier to incorporate in the 21^st century.

REFERENCES:

Bruner, J.S. 1982. "The organization of action and the nature of adult-infant transaction." In The Analysis of Action. Cambridge: Cambridge University Press.

http://www.simplypsychology.org/vygotsky.html