Vygotsky Theory of Socio-Cultural Development

Vygotsky’s theory is a significant educational and developmental framework that could potentially be relevant in the context of the Central Teacher Eligibility Test (CTET). The CTET is an Indian teacher eligibility examination aimed at assessing the eligibility of candidates for teaching positions in primary and upper primary levels. Vygotsky’s theory, developed by Russian psychologist Lev Vygotsky, focuses on social development and the role of social interaction in cognitive development. Here’s how Vygotsky’s theory could be relevant to the CTET exam:

Vygotsky Theory of Socio-Cultural Development

Lev Semyonovich Vygotsky was a psychologist who made extensive research into cognitive development and gave the theory of sociocultural development. He believed that the thinking of children is based on social knowledge and is developed through interaction with their culture. Children learn the customs, values, beliefs and language of their culture. The main principles of Vygotsky’s theory are as follows:

• Knowledge is constructed by children.
• Development cannot be separated from its social context.
• Learning leads to cognitive development.
• Culture is the main determinant of cognitive development.
• Language plays an important role in mental development.

According to Vygotsky, “Learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function.”

He contradicted the Piaget’s theory which states that development precedes learning. On the other hand, Vygotsky’s believed that learning precedes development.

Vygotsky (1978) proposes, “An essential feature of learning is that it creates the zone of proximal development; that is, learning awakens a variety of internal developmental processes that are able to operate only when the child is interacting with people in his environment and in cooperation with his peers. Once these processes are internalized, they become part of the child’s independent developmental achievement.”

Important Features of Vygotsky’s Theory

The important feature of Vygotsky’s theory is the concept of the Zone of Proximal Development (ZPD). It is the gap between the present and potential levels of child’s development. The two levels of attainment for ZPD are as follows:

Level 1: Present level of development: It states what a child can do independently.

Level 2: Potential level of development: It states what a child can do with the help of a teacher. This assistance by teachers is called scaffolding.

ZPD

ZPD states that the role of a teacher is necessary for a child’s cognitive development. The teacher is a supportive tool for a student in ZPD. It is under this zone that the learning of a child occurs and he/she socialises more. In the words of Vygotsky. “What is in the zone of proximal development today will be the actual developmental level tomorrow.”

Characteristics of Lev Vygotsky’s Theory

• Vygotsky emphasised on social interaction which plays a remarkable role in the process of cognitive development.
• Vygotsky introduced the concepts of Zone of Proximal Development (ZPD)’. It is a name given to an innovative metaphor that is capable of describing not the actual, but the potential of an individual’s cognitive development.
• Vygotsky found in his theory how higher cognitive functions are developed within an individual on the basis of his / her previous experiences or in effect of his/her cultural and social values.

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