Vygotsky's Theory of Development (Sociocultural Theory of Development)

Overview

Vygotsky identified four elementary mental functions in babies:
- Attention
- Sensation
- Perception
- Memory
These functions transform into higher mental functions through socio-cultural interaction.

Developed through interaction with a skillful tutor (e.g., parents, teachers).
Tutors model behaviors or provide verbal instructions.
Children internalize these teachings to guide and regulate their own performance.
Example: Solving a puzzle with guidance from a parent.

MKO: An individual with a better understanding or higher ability level than the learner (e.g., a tutor, parent).
Interaction with an MKO facilitates learning and development of higher mental functions.

ZPD: The space where the most sensitive guidance should be given.
Represents the gap between what a child can do alone and what they can do with help.
Critical for facilitating learning and skill development through social interaction.

Language is the main medium through which adults transmit information to children.
Seen as a powerful tool of intellectual adaptation and development.
Private Speech: When children talk out loud to themselves as a way to plan and strategize.
- This aids in development and increases social competence.
Language begins as social interaction and becomes internalized as thought (inner speech).
Thought and independence in skills derive from language development.

Vygotsky's theory highlights the significance of social interaction, the role of more knowledgeable individuals, and language in cognitive development.
Concepts like MKO and ZPD are central to understanding how children learn and develop through social engagement.