Social cultural theory by Vygotsky in Psychollogy

Social Cultural Theory by Vygotsky

1. Social cultural theory of cognitive development BY: Lev Vygotsky

2. Nida Falak Naz MPhil (II) National Institute of Psychology, Islamabad. [email protected]

3. Social Cultural Theory Learning occurs at Societal level.

4. Social Cultural Theory Interaction

5. Social interaction is the basis of learning and development.

6. Born on Nov 17, 1896 in Russia. In 1911, admitted in the disci p line of Law at Moscow University. Graduated in 1917 (Law). He was a prolific writer with 10 books and 270 scientific articles.

7. In 1920, he experienced first attack of tuberculosis. In 1934, he died while dictating last chapter of his book “Taught & Language”. Much of his work left uncompleted because of his early death.

8. Vygotsky based his psychology on Marxian theory .

9. Unsatisfactory Orientations

10. CORES OF sct

11. 1 2 3 Genetic Law Social origins of mind Mediated Mind

12. Genetic law Level of child’s cultural development Inter psychological Intra psychological

13. Elementary Mental Functions Attention Sensation Perception Memory

14. Higher Mental Functions Through interaction within social cultural environment, EMF developed into more sophisticated process.

15. History &Higher Mental Functions Ontogenetic Social cultural Phylogenetic Micro genetic

16. Tools of Intellectual Adaptation People create “psychological tools” to master their own behavior such as speech, number system and memory aids. Child internalize from interaction within society. It enables children to use mental functions adaptively (i.e., from EMF to HMF).

17. External Speech Private Speech Inner speech Language Is The Main Tool Of Thought

18. Mind is Mediated Human World Physical & Symbolic tools

19. Agents of mediation Symbolic Tools   Other Human Beings

20. Zone Of Proximal Development Difference between what learner can do without help and what they can’t do without help.

21. More knowledgeable others Someone with better understanding or higher ability than learner. For example: Teacher, other adult, peers.

22. Play It is form of socializing. It shapes how children learn thinking skills and how they acquire language. Imaginative play. Mimicking Adults.

23. Piaget vs Vygotsky

24. Extinctions

25. Jerome Bruner gave scaffolding theory in 1976. Scaffolding Theory

26. Barbara Rogoff extended Vygotsky theory with the idea of “guided participation”. Children exposed to complicated tasks with adults. Gradually, child learn to complete task independently. (Rogoff, 1990) Guided Participation

27. Situated Cognition Knowledge cannot be separated from the context or situation in which it was acquired. (Lave & Wenger, 1991)

28. A pplications

29. “Mathematical attitude development from a Vygotskian perspective.” An analysis of mathematical life history interviews, Vygotsky's developmental theories, and research on attitudes toward mathematics. Examination and interpretation of the life histories confirmed the importance of 'bridging' experiences: such as significant interactions with materials, mentoring experiences, significant peer and interactions. Taylor, L. (1992). Mathematical attitude development from a Vygotskian p ers p ective. Mathematics Educational Research Journal. 4 (3), 1-23.

30. “Reciprocal Teaching Strategies and Their Impacts on English Reading Comprehension.” Whenever teachers are faced with the problem of students who do not have adequate comprehension skills, they need to be able to train those students to use metacognitive strategies; otherwise, these students will continue to read texts emphasizing only words and not meaning. One set of metacognitive strategies are the reciprocal teaching strategies used to improve students' reading comprehension. Reciprocal teaching involves four main metacognitive reading strategies: predicting, questioning, clarifying, and summarizing. Ahmadi, M. R., & Gilakjani , A. (2012). Reciprocal teaching strategies and their impacts on English reading comprehension. Theory and Practice in Language Studies 2 (10), 2053 -2060.

31. “Applications of Vygotsky’s sociocultural approach for teachers’ professional development” Shabani , K., & Ewing, B., F. (2016). Applications of Vygotsky’s sociocultural approach for teacher’s professional development. Cogent Education, 3 (1), 1 -10. This paper outlines an approach to teachers’ professional development (PD) that originates in Vygotsky’s sociocultural theory (SCT), arguing that what Vygotsky claimed about students’ learning in the school setting is applicable to the teachers and that the developmental theories of Vygotsky resting on the notions of social origin of mental functions, unity of behavior and consciousness, mediation, and psychological systems can help more vividly understand the professional growth of teachers in their work places. 

32. “Application of Lev Vygotsky’s Sociocultural Approach to Foster Students’ Understanding and Learning Performance” The current study endeavors to explore the application of the Vygotskian sociocultural approach to students’ cognitive development, particularly as related to the employment of experiential and peer learning, from both teacher and student perspectives. This is followed by a discussion of the inferences made in relation to the contributions of experiential and peer learning as salient educational delivery modes. As such, a presentation of teachers’ recounts about learning to teach… Helou , M., M. & Newsome, L., K. (2018). Application of lev vygotsky’s sociocultural approach to foster students’ understanding and learning performance. Journal of Education and Culture Studies, 2 (4), 347-355.

33. Criticism

34. Criticism He create dichotomy between LMF and HMF, due to inadequate conception of lower psychological processes (Veer & Ijzendoorn , 1985). It emphasized the role of social\collective, but disregard individual (Resnick, 1996). He said his theory is relevant to all culture, Rogoff (1990) dismisses this idea.

35. Criticism The ZPD also does not explain the process of development or how development actually occurs ( Chaiklin , 2003). Other investigators are finding that collaborative problem solving among peers does not always benefit, it may actually undermine task performance if the more competent collaborator is not very confident about what he knows or if he fails to give proper instructions (Levin & Druyan , 1993; Tudge , 1992).

36. Criticism Reliable archives of Vygotsky work open to general public does not exist and as well as his writings are not complete. He over emphasized he role of language in thinking.

37. Any Questionˀ Thanks