VYGOTSKY THEORY

1. Vygotsky’s View on Cognitive Development

1.1. Historical & Cultural Context

1.1.1. Learning shaped by culture, language, symbols (sign systems).

1.2. Development Before Learning

1.2.1. Learning follows social interaction, then becomes internal.

2. Self-Regulation

2.1. Understanding Meaning

2.1.1. Actions & sounds = meaning.

2.2. Practicing

2.2.1. Gestures, conversations, problem-solving.

3. Stages of Self-Regulation Development:

3.1. Private Speech

3.1.1. Talking to oneself aids problem-solving. Becomes silent inner speech with age.

3.2. Zone of Proximal Development (ZPD)

3.2.1. Gap between what can be done alone vs. with help. Best learning happens with guided support.

3.3. Mediation

3.3.1. Learning through interaction with skilled individuals. Adds skills to cultural tool kit. Example: A friend teaching safe driving.

3.4. Scaffolding

3.4.1. Temporary support until independence. Step-by-step guidance, then withdrawal.

3.5. Cooperative Learning

3.5.1. Peers as teachers, learning from slightly advanced skills. Thinking aloud aids understanding.

4. Using Vygotsky’s Theory in the Classroom

4.1. ZPD: Teach at a challenging but achievable level.

4.2. Scaffolding: Use hints, prompts, gradual guidance.

4.3. Cooperative Learning: Mixed-skill group work, peer tutoring