Vygotsky

Q: Vygotsky’s Theory of Cognitive Development

__Vygotsky__ stated the idea of the zone of proximal development. __Vygotsky__ discussed three important factors that contributed to cognitive development: culture, language, and social interaction.

Q: Vygotsky’s Theory of Cognitive Development (Cont.)

__Vygotsky__ stated the idea of the zone of proximal development. __Vygotsky__ discussed three important factors that contributed to cognitive development: culture, language, and social interaction.

Q: Vygotsky’s Stages of Development

__Vygotsky’s__ stages are not as clearly defined as __Piaget’s__. But there are still four stages, so do not confuse the two sets of stages. The four stages are: vague syncretic, complex, potential concept, and mature concept.

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Vygotsky’s Theory of Cognitive Development

Vygotsky stated the idea of the zone of proximal development. Vygotsky discussed three important factors that contributed to cognitive development: culture, language, and social interaction.

Zone of proximal development

Zone of proximal development is the difference between when a child can solve a problem or do a task with an adult’s help and without an adult’s help.
In other words, what the child or student can do independently or with help.

Teaching and scaffolding

Teaching takes place within the zone of proximal development.
A teacher will push a student to their potential using scaffolding.
Scaffolding is when a teacher or adult provides a framework so the child can access the task or activity.
Eventually, the child will move towards independence.

Elementary functions

According to Vygotsky there are two types of mental functions: elementary and higher.
Elementary functions are concepts like reflexes, sensory abilities and certain types of memory.
These are generally genetic and innate (the vast majority).
- An example of a reflex would be grasping or the suckling reflex.
- An example of a sensory ability would be visual perception.
- An example of memory would be short term memory.

Higher functions

Higher functions include more complex processes such as decision making and language comprehension.
- For example, a child reading and understanding a story would demand a high level of comprehension.
- These are generally learned skills.

Vygotsky’s Theory of Cognitive Development (Cont.)

Vygotsky stated the idea of the zone of proximal development. Vygotsky discussed three important factors that contributed to cognitive development: culture, language, and social interaction.

Language

Language is another crucial factor in the cognitive development of a child.
Communication is key to development.
Communication happens in the form of language between the caregiver and the child.
Language will not only be used to communicate, but also to regulate their behaviour.
This process happens in a series of steps.

Steps of language learning

Language is learnt from a parent or caregiver and is used to communicate.
Language is also used to guide their behaviour, first through self-talk, then inner speech.

Language learning: self-talk

Self-talk is external speech that the child says to regulate their behaviour.
If a child has difficulty regulating their behaviour, they may use self-talk again to control their thought process.

Language learning: inner speech

Eventually, this will transition to inner speech which is silent.
This is a cognitive tool used to regulate their thoughts and behaviour. It is that ‘little voice in your head’ that is a constant monologue.
External oral speech is used so the child can communicate with those around them.

Vygotsky’s Stages of Development

Vygotsky’s stages are not as clearly defined as Piaget’s. But there are still four stages, so do not confuse the two sets of stages. The four stages are: vague syncretic, complex, potential concept, and mature concept.

Vague syncretic

Vague syncretic is the initial stage where children, when learning, go through trial-and-error.
But the children do not understand the underlying concepts.
Vygotsky tested this in one of the few studies he conducted.

Study

In a study, Vygotsky gave children of various ages wooden blocks with random, nonsense symbols.
These symbols corresponded to a particular type of block (e.g. a symbol would match a short/fat/round block).
They were given a concept building task of trying to work out the meaning of the symbols.
Children in the vague syncretic stage did not understand the concepts and did not employ any sort of strategy.

Complex

Complex - as children begin to develop, they can employ strategies instead of solely using trial-and-error.
But the strategies are not necessarily successful.
- In the wooden block study, children at the complex stage began to use non-random strategies to work out the symbols.

Potential concept

Potential concept - children have a bank of successful strategies; but they can only use one strategy at a time.
- In the block study, children in the potential concept stage used systematic strategies but only focused on one feature (like shape).

Mature concept

Mature concept - finally, once they have learnt multiple strategies, they can begin to employ successful strategies simultaneously.
In other words, their thinking is mature and developed.
- Children in the mature concept stage could successfully form concepts in the wooden block study.
- They were able to use multiple strategies and look at multiple categories (shape/colour/size) at once.