2. Vygotsky's Theory of Social Development

Social interactions

• Central role in cognitive development

• Children = unable to learn + develop → if they are removed from society

Relationship between social learning and development

• Social learning → happens before development

• Children canoot develop → if they do not experience → social learning first

Social level of social development

• People must interact with other people

• Where social learning takes place

Individual level of social development

• Once person has passed social level + understands basic social function → able to comprehend themselves → as part of wider world

Lower mental functions (LMFs)

Basic innate functions → that help people survive + begin cognitive development → i.e. sensation, hunger, natural memory

Higher mental functions (HMFs)

Processes that are often taught/simulated → by the social environment of the child + contain an element of meaning → i.e. language, complex memory, voluntary action, perception

Stages of speech development

1. Social/external speech

2. Egocentric speech

3. Inner speech

Self-initiated discovery and collaborative dialogue’s aid in cognitive development

• Children have natural curiosity

• Role of MKO = engage that curiosity + develop dialogue → guiding them through ZPD → to aid in cognitive development

Generalizability

✅ Study had been applied + supported → across various cultural contexts

❌ May not account → for indiv. differences in learning styles / impact of bio factors on development

Reliability

❌ Identifying child’s ZPD + appropriate level of scaffolding = can be challenging + may vary

Application

✅ Concept of scaffolding + ZPD = now standard in education

Validity

✅ Research has supported → social interaction + guided participation = crucial for cognitive development + learning

❌ Some aspects = might be difficult to measure