Vygotskys Cognitive Theory

Lev Semionovich Vygotsky was a Russian psychologist who was also a contemporary of Piaget.Where Piagets theory focused on constructivism, Vygotskys theory focused on Social constructivism.Vygotskys theory was not widely read until 1970s.His theory is now is a powerful source in the development of psychology.Vygotsky's work is based on two key ideas.First, he proposed that intellectual development can be understood only in terms of the historical and cultural contexts children experience.

Second, he believed that development depends on the sign systems that individuals grow up with: the symbols that cultures create to help people think, communicate, and solve problems.For example, a culture's language, writing system, or counting system.In contrast to Piaget, Vygotsky proposed that cognitive development is strongly linked to input from others.But like Piaget, Vygotsky also believed that the acquisition of sign systems occur in an invariant sequence of steps that is the same for all children.

How Development Occurs?In Piagets theory, we get the idea that development precedes learning. In Vygotskys theory the idea is just the opposite which is learning precedes development.According to Vygotsky, learning involves the acquisition of signs by means of instruction and information from others.Childs development requires the ability of internalizing these signs so as to be able to think and solve problems without the help of others. This ability is called self-regulation which has three steps.

The first step in the development of self-regulation and independent thinking is learning that actions and sounds have a meaning.For example, a baby learns that the process of reaching towards an object is interpreted by others as a signal that the infant wants the object. In the case of language acquisition, children learn to associate certain sounds with meaning.The second step in developing internal structures and self-regulation involves practice. The infant practices gestures that will get attention. The preschooler will enter into conversations with others to master language.

The third or final step involves using signs to think and solve problems without the help of others. At this point, children become self-regulating, and the sign system has become internalized.

Mechanism for Cognitive DevelopmentPrivate Speech:It is a mechanism where Vygotsky emphasized how children turn shared knowledge into personal knowledge.More specifically, children incorporate the speech of others and then use that speech to help themselves in solving problems.At certain age, private speech becomes silent but still very much important.Studies have found that children who make extensive use of private speech learn complex task more effectively than do other children.

The Zone of Proximal Development:Vygotskys theory implies that cognitive development and the ability to use thought to control our own actions require- First, mastering cultural communication systems and then learning to use these systems to regulate our own thought processes. He believed that learning takes place when children are working within their zone of proximal development.

With the assistance of more competent peers or adults, child can do tasks in the zone of proximal development which is not possible when alone.

Some educators refer to a "teachable moment" when a child or group of children is exactly at the point of readiness for a given concept.

Scaffolding:The idea of scaffolding derived from Vygotsky's notion of social learning which refers to the assistance provided by more competent peers or adults.

Typically, scaffolding means providing a child with a great deal of support during the early stages of learning and then diminishing support and having the child take on increasing responsibility as soon as she or he is able.

For example, Parents use scaffolding when they teach their children to play a new game or to tie their shoes. Cognitive apprenticeship, a related concept to scaffolding describes the entire process of modeling, coaching, scaffolding, and evaluation that is typically seen whenever one-to-one instruction takes place.

Cooperative Learning:

Children work together to help one another learn. Cooperative learning makes childs inner speech available to one another. In other words, children share their inner speech in themselves to facilitate one another. While sharing inner speech, they can gain insightof one another's reasoning process.

Applications of Vygotskian Theory in TeachingVygotsky's theories of education have two major implications.The desirability of setting up cooperative learning arrangements among groups of students with differing levels of ability.2. Vygotskian approach to instruction emphasizes scaffolding, with students taking more and more responsibility for their own learning.

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