Synonyms

Vygotsky’s social development theory; Vygotsky’s socio-cultural theory

Definition

Vygotsky’s Cognitive Development Theory postulates that social interaction is fundamental to cognitive development. Vygotsky’s theory is comprised of concepts such as culture-specific tools, language and thought interdependence, and the Zone of Proximal Development. Furthermore, the theoretical concepts presented herein provide part of the foundation for constructivism and have contributed greatly to the restructuring of formal educational systems [1, 3].

Description

Vygotsky’s Cognitive Development Theory argues that cognitive abilities are socially guided and constructed. As such, culture serves as a mediator for the formation and development of specific abilities, such as learning, memory, attention, and problem solving. It is proposed that culture-specific tools play an integral role in the way children organize and think about the world. These tools may include various social artifacts, ranging from books and computers to cultural traditions [1].

Additionally, it is said that signs (or systems) mediate cognitive development. The most prominently referenced of these signs are language, writing and counting. Learning involves the internalization of these signs. Moreover, when discussing language, Vygotsky’s theory of cognitive development emphasizes the interdependence of language and thought. A key component of this interdependence is evidenced through an early childhood behavior termed private speech. Private speech is a verbal dialogue that young children use for guidance and modification during the completion of a task or exploration of a new situation or concept. This dialogue is not socially communicative, and it may not be perceived as cohesive or well developed by observing adults. However, it aids in the organization of new information and directs development toward a higher-order processing. Private speech eventually becomes silent, transitioning into internal speech and then, ultimately, verbal thinking [2, 4].

It also is argued that learning occurs as external activity and awareness become internalized. Initially, behavior is exhibited without true intent; however, as the behavior becomes socially mediated it is internalized as meaningful and then purposefully demonstrated. For instance, Vygotsky offered the example of an infant reaching for an object just beyond reach. As the infant reaches, an adult caregiver socially responds to the nonverbal gesture and that gesture is then transformed into the intentional and socially-driven behavior of pointing [2, 3].

Another predominant aspect of Vygotsky’s theory of cognitive development is the Zone of Proximal Development. According to this concept, there is a disparity between what a child can perform independently and the potential learning that can occur with the assistance of an adult or through collaboration with peers. Thus, a child’s potential cognitive abilities are greater than the actual, measurable ability. Facilitated by adults or peers with more expertise, learning occurs in the Zone of Proximal Development [2, 3].

Although not specifically mentioned by Vygotsky, scaffolding has become closely associated with the Zone of Proximal Development. It is a technique that is used to maximize learning and requires that an adult or more more-skilled peer aid a child’s acquisition of new knowledge and skills. This aid is slowly tapered off as the child becomes more versed in the particular skill [1].

Relevance to Childhood Development

The true impact of Vygotsky’s Cognitive Development Theory was not realized during Lev Vygotsky’s lifetime. However, this theory of cognitive development greatly influenced the understanding of child development. The primary concepts associated with this theory have engendered inherent changes in the way in which Western educational institutions approach learning. Specifically, many educational systems now integrate the concept of Zone of Proximal Development into a foundational framework. As such, practices such as scaffolding, in which a child’s learning is aided by the assistance of teachers, has become an integral part of education [2, 3]. In addition, Vygotsky’s theory of cognitive development provided an alternate way to view quantifiable concepts, such as intelligence.