Module 11 Vygotsky

Republic of the Philippines
CEBU TECHNOLOGICAL UNIVERSITY
MODULE 11: VYGOTSKY’S SOCIO-CULTURAL THEORY
Introduction
Understanding human behavior and development can only be understood within

the social contexts in which they live. This module introduces Vygotsky’s Socio-Cultural
Theory. His theory emphasizes on the role of social interaction in the development of
human cognition. Development of mental processes is therefore a product of experiences
people have had with others.
In this module, you are expected to:

1. Differentiate Piaget and Vygotsky’s views on cognitive development (CLO 1).
I. PREPARATION
Recall your developmental years. With your learning team, identify a

developmental task you went through or a skill that you learned at a given stage and how
such task or skill was facilitated by the people around you.
Example:
1. Infancy
Learning to follow moving objects - Parents showed or hang colored toys or attractive
objects that swing back and forth for the child to move his/her eyes towards the direction
of movement.
2. Early Childhood
______________________________________________________________________
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3. Middle Childhood
______________________________________________________________________
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______________________________________________________________________
4. Late Childhood
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5. Adolescence
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
In one sentence, what is your learning insight from this activity?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Click this link for your answers
https://drive.google.com/file/d/15sK-zSLQdJ10cu6QCGOjd8hRXI1yyo2Q/view?usp=sharing
II. PRESENTATION
Sociocultural theory views human development as a socially mediated process in

which children acquire their cultural values, beliefs, and problem-solving strategies
through collaborative dialogues with more knowledgeable members of society. Vygotsky
has developed a sociocultural approach to cognitive development. He developed his
theories at around the same time as John Piaget was starting to develop his ideas (1920's
and 30's) (McLeod (2020).
Although they both believe that learners are curious and active participants in their
own development and learning yet they also differ in their views on how human cognition
develops.
The table below contrasts the theories of Vygotsky and Piaget in their key areas.
Read and be able to differentiate their theories.
Source of table: https://psychohawks.files.wordpress.com/2010/11/screen-shot-2010-12-09-at-00-15-49.png
The Zone of Proximal Development and Scaffolding

Source: McLeod (2019)
What Is the Zone of Proximal Development?

The zone of proximal development refers to the difference between what a learner
can do without help and what he or she can achieve with guidance and encouragement
from a skilled partner.
Thus, the term “proximal” refers to those skills that the learner is “close” to mastering.
Vygotsky's Definition of ZPD

The concept, zone of proximal development was developed by Soviet psychologist
and social constructivist Lev Vygotsky (1896 – 1934).
The zone of proximal development (ZPD) has been defined as:
"the distance between the actual developmental level as determined by

independent problem solving and the level of potential development as determined
through problem-solving under adult guidance, or in collaboration with more
capable peers" (Vygotsky, 1978, p. 86).
Vygotsky believed that when a student is in the zone of proximal development for
a particular task, providing the appropriate assistance will give the student enough of a
"boost" to achieve the task.
More Knowledgeable Other
The more knowledgeable other (MKO) is somewhat self-explanatory; it refers to
someone who has a better understanding or a higher ability level than the learner, with
respect to a particular task, process, or concept.
Although the implication is that the MKO is a teacher or an older adult, this is not
necessarily the case. Many times, a child's peers or an adult's children may be the
individuals with more knowledge or experience.
Social Interaction
According to Vygotsky (1978), much important learning by the child occurs through
social interaction with a skillful tutor. The tutor may model behaviors and/or provide verbal
instructions for the child. Vygotsky refers to this as cooperative or collaborative dialogue.
The child seeks to understand the actions or instructions provided by the tutor (often the
parent or teacher) then internalizes the information, using it to guide or regulate the
What is Scaffolding?
Scaffolding consists of the activities provided by the educator, or more competent
peer, to support the student as he or she is led through the zone of proximal
development.
Support is tapered off (i.e. withdrawn) as it becomes unnecessary, much as a

scaffold is removed from a building during construction. The student will then be able to
complete the task again on his own.
Vygotsky and Language

Vygotsky believed that language develops from social interactions, for
communication purposes. Vygotsky viewed language as man’s greatest tool, a means for
communicating with the outside world.
According to Vygotsky (1962) language plays 2 critical roles in cognitive

development:
1. It is the main means by which adults transmit information to children.
2. Language itself becomes a very powerful tool of intellectual adaptation.
Vygotsky (1987) differentiates between three forms of language: social speech

which is external communication used to talk to others (typical from the age of two);
private speech (typical from the age of three) which is directed to the self and serves an
intellectual function; and finally private speech goes underground, diminishing in audibility
as it takes on a self-regulating function and is transformed into silent inner speech (typical
from the age of seven).
For Vygotsky, thought and language are initially separate systems from the
beginning of life, merging at around three years of age. At this point speech and thought
become interdependent: thought becomes verbal, speech becomes representational.
When this happens, children's monologues internalized to become inner speech. The
internalization of language is important as it drives cognitive development.
"Inner speech is not the interior aspect of external speech - it is a function in itself.
It still remains speech, i.e. thought connected with words. But while in external speech
thought is embodied in words, in inner speech words dies as they bring forth thought.
Inner speech is to a large extent thinking in pure meanings" (Vygotsky, 1962: p. 149).
Vygotsky (1987) was the first psychologist to document the importance of private
speech. He considered private speech as the transition point between social and inner
speech, the moment in development where language and thought unite to constitute
verbal thinking. Thus private speech, in Vygotsky's view, was the earliest manifestation
of inner speech. Indeed, private speech is more similar (in its form and function) to inner
speech than social speech.
Private speech is "typically defined, in contrast to social speech, as speech

addressed to the self (not to others) for the purpose of self-regulation (rather than
communication)" (Diaz, 1992, p.62). Unlike inner speech which is covert (i.e. hidden),
private speech is overt.
The four levels on which the MKO scaffolds operate (Corpuz, et. al 2018)
1. I do, you watch.
2. I do, you help.
3. You do, I help.
4. You do, I watch.
III. PRACTICE
A. Study the table showing the differences between Piaget and Vygotsky’s theory.
With your learning team, try to discuss the basis used by the author in contrasting their
views.
Piaget Basis Vygotsky
Cognitive development is Cognitive development is
already formed and driven by driven by social interaction
the way children adapt to new and experiences.
experiences.
Children learn through active Children need constructed
self-discovery and guidance to learn and
awareness. develop.
Cognitive development is Cognitive development varies
universally similar for all and differs depending on
children. culture and time.
Children will only learn when Children can learn at any point
they are ready. by having the ZPD scaffolded
and shaped.
Language is the result of Language is the key to
cognitive development. unlocking cognitive
development.
Source: https://educationlearningtoys.com/knowledge-base/piaget-vs-vygotsky/
https://drive.google.com/file/d/1cguizC8G91RzCF3U4W7ufbYrr95XJckG/view?usp=sharing
IV. PERFORMANCE
A. Using a Venn diagram, illustrate the differences and similarities between Piaget and
Vygotsky theories using your own basis of contrasting and comparing their views.
B. Give at least 3 the educational implications of the principles of Vygotsky’s theory.
https://drive.google.com/file/d/1jBczjPowxPX9-5n93CQI_RX_hWVRsKHY/view?usp=sharing
References:
Corpuz, B. B., et. al(2018).The Child and Adolescent Learners and Learning Principles.
Quezon City: Lorimar Publishing, Inc.
McLeod, S. (2020). Retrieved from https://www.simplypsychology.org/vygotsky.html

https://psychohawks.files.wordpress.com/2010/11/screen-shot-2010-12-09-at-00-15-49.png
https://educationlearningtoys.com/knowledge-base/piaget-vs-vygotsky/
https://www.simplypsychology.org/Zone-of-Proximal-Development.html

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Republic of the Philippines

CEBU TECHNOLOGICAL UNIVERSITY

MODULE 11: VYGOTSKY’S SOCIO-CULTURAL THEORY

Understanding human behavior and development can only be understood within

In this module, you are expected to:

Recall your developmental years. With your learning team, identify a

In one sentence, what is your learning insight from this activity?

Click this link for your answers

Sociocultural theory views human development as a socially mediated process in

The Zone of Proximal Development and Scaffolding

What Is the Zone of Proximal Development?

Vygotsky's Definition of ZPD

"the distance between the actual developmental level as determined by

Support is tapered off (i.e. withdrawn) as it becomes unnecessary, much as a

Vygotsky and Language

According to Vygotsky (1962) language plays 2 critical roles in cognitive

Vygotsky (1987) differentiates between three forms of language: social speech

Private speech is "typically defined, in contrast to social speech, as speech

Click this link for your answers

Click this link for your answers

McLeod, S. (2020). Retrieved from https://www.simplypsychology.org/vygotsky.html

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