VYGOTSKY’S SOCIOCULTURAL THEORY
Both Jean Piaget and Lev Vygotsky believed that children build knowledge through experiences. Piaget believed this happened through exploration with hands-on activities. Vygotsky, on the other hand, believed that children learn through social and cultural experiences. Interactions with peers and adults help children in this process. While interacting with others, children learn the customs, values, beliefs, and language of their culture. For this reason, families and teachers should provide plently of social interaction for young children.
Vygotsky believed language is an important tool for thought and plays a key role in cognitive development. He introduced the term private speech, or self-talk. This refers to when children think out loud”. After learning language, children engage in this self-talk to help guide their activity and develop their thinking. Generally, self-talk continues until children reach school age.
One of Vygotsky’s most important contributions was the zone of proximal development (ZPD). This concept presents learning as a scale. One end of the scale or “zone” includes the tasks that are within the child’s current development level. The other end of the scale includes tasks too difficult for children to accomplish, even with help. In the middle are the tasks children cannot accomplish alone. These are achieved with help from another knowledgeable peer or adult. The term used for this assistance is scaffolding. Just as a painter needs a structure on which to stand and point a building, scaffolding provides the structure for learning to occur. For example, a teacher could scaffold a child’s learning while constructing a puzzle. The teacher might demonstrate how a piece fits or provide clues regarding colour, shape or size. The “zone” is constantly changing. In contrast to Piaget, Vygotsky believed that learning was not limited by stage or maturation. Children move forward in their cognitive development with the right social interaction and guided learning.