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Lev Vygotsky
by Saul McLeod

1 The work of Lev Vygotsky (1934) has become the foundation of much research and theory in
2 cognitive development over the past several decades, particularly of what has become known
3 as Social Development Theory.
4
5 Vygotsky's theories stress the fundamental role of social interaction in the development of
6 cognition Vygotsky, 1978), as he believed strongly that community plays a central role in the
7 process of "making meaning."
8
9 Unlike Piaget's notion that childrens' development must necessarily precede their learning,
10 Vygotsky argued, "learning is a necessary and universal aspect of the process of developing
11 culturally organized, specifically human psychological function" (1978, p. 90). In other words,
12 social learning tends to precede (i.e. come before) development.
13
14 Vygotsky has developed a sociocultural approach to cognitive development. He developed his
15 theories at around the same time as Jean Piaget was starting to develop his ideas (1920's and
16 30's), but he died at the age of 38 and so his theories are incomplete - although some of his
17 writings are still being translated from Russian.
18
19 No single principle (such as Piaget's equilibration) can account for development. Individual
20 development cannot be understood without reference to the social and cultural context within
21 which it is embedded. Higher mental processes in the individual have their origin in social
22 processes.
23
24 Vygotsky's theory differs from that of Piaget in a number of important ways:
25 1: Vygotsky places more emphasis on culture affecting/shaping cognitive development - this
26 contradicts Piaget's view of universal stages and content of development. (Vygotsky does not
27 refer to stages in the way that Piaget does).
28 (i) Hence Vygotsky assumes cognitive development varies across cultures, whereas Piaget
29 states cognitive development is mostly universal across cultures.
30
31 2: Vygotsky places considerably more emphasis on social factors contributing to cognitive
32 development (Piaget is criticized for underestimating this).
33 (i) Vygotsky states cognitive development stems from social interactions from guided learning
34 within the zone of proximal development as children and their partners co-construct

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35 knowledge. In contrast Piaget maintains that cognitive development stems largely from
36 independent explorations in which children construct knowledge of their own.
37 (ii) For Vygotsky, the environment in which children grow up will influence how they think and
38 what they think about.
39
40 3: Vygotsky places more (and different) emphasis on the role of language in cognitive
41 development (again Piaget is criticized for lack of emphasis on this). For Vygotsky, cognitive
42 development results from an internalization of language.
43 According to Piaget, language depends on thought for its development (i.e. thought comes
44 before language). For Vygotsky, thought and language are initially separate systems from the
45 beginning of life, merging at around three years of age, producing verbal thought (inner speech).
46
47 4: According to Vygotsky adults are an important source of cognitive development. Adults
48 transmit their culture's tools of intellectual adaptation that children internalize. In contrast Piaget
49 emphasizes the importance of peers as peer interaction promotes social perspective taking.
50
51 Effects of Culture: - Tools of intellectual adaptation
52 Like Piaget, Vygotsky claimed that infants are born with the basic materials/abilities for
53 intellectual development - Piaget focuses on motor reflexes and sensory abilities.
54 Lev Vygotsky refers to Elementary Mental Functions
55 Attention
56 Sensation
57 Perception
58 Memory
59
60 Eventually, through interaction within the sociocultural environment, these are developed into
61 more sophisticated and effective mental processes/strategies which he refers to as Higher
62 Mental Functions.
63
64 For example, memory in young children this is limited by biological factors. However, culture
65 determines the type of memory strategy we develop. E.g., in our culture we learn note-taking to
66 aid memory, but in pre-literate societies other strategies must be developed, such as tying knots
67 in string to remember, or carrying pebbles, or repetition of the names of ancestors until large
68 numbers can be repeated.
69
70 Vygotsky refers to tools of intellectual adaptation - these allow children to use the basic mental
71 functions more effectively/adaptively, and these are culturally determined (e.g. memory
72 mnemonics, mind maps).
73
74 Vygotsky therefore sees cognitive functions, even those carried out alone, as affected by the
75 beliefs, values and tools of intellectual adaptation of the culture in which a person develops and
76 therefore socio-culturally determined. The tools of intellectual adaptation therefore vary from
77 culture to culture - as in the memory example.
78
79 Social Influences on Cognitive Development
80 Like Piaget, Vygotsky believes that young children are curious and actively involved in their own
81 learning and the discovery and development of new understandings/schema. However,
82
83
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 84 Vygotsky placed more emphasis on social contributions to the process of development, whereas
85 Piaget emphasized self-initiated discovery.
86
87 According to Vygotsky (1978), much important learning by the child occurs through social
88 interaction with a skillful tutor. The tutor may model behaviors and/or provide verbal instructions
89 for the child. Vygotsky refers to this as cooperative or collaborative dialogue. The child seeks to
90 understand the actions or instructions provided by the tutor (often the parent or teacher) then
91 internalizes the information, using it to guide or regulate their own performance.
92
93 Shaffer (1996) gives the example of a young girl who is given her first jigsaw. Alone, she
94 performs poorly in attempting to solve the puzzle. The father then sits with her and describes or
95 demonstrates some basic strategies, such as finding all the corner/edge pieces and provides a
96 couple of pieces for the child to put together herself and offers encouragement when she does
97 so. As the child becomes more competent, the father allows the child to work more
98 independently. According to Vygotsky, this type of social interaction involving cooperative or
99 collaborative dialogue promotes cognitive development.
100
101 In order to gain an understanding of Vygotsky's theories on cognitive development, one must
102 understand two of the main principles of Vygotsky's work: the More Knowledgeable Other (MKO)
103 and the Zone of Proximal Development (ZPD).
104
105 More Knowledgeable Other
106 The more knowledgeable other (MKO) is somewhat self-explanatory; it refers to someone who
107 has a better understanding or a higher ability level than the learner, with respect to a particular
108 task, process, or concept.
109
110 Although the implication is that the MKO is a teacher or an older adult, this is not necessarily the
111 case. Many times, a child's peers or an adult's children may be the individuals with more
112 knowledge or experience. For example, who is more likely to know more about the newest
113 teenage music groups, how to win at the most recent PlayStation game, or how to correctly
114 perform the newest dance craze - a child or their parents?
115
116 In fact, the MKO need not be a person at all. Some companies, to support employees in their
117 learning process, are now using electronic performance support systems. Electronic tutors have
118 also been used in educational settings to facilitate and guide students through the learning
119 process. The key to MKOs is that they must have (or be programmed with) more knowledge
120 about the topic being learned than the learner does.

Source: http://www.simplypsychology.org/vygotsky.html

Responda as questes abaixo com base no artigo acima.

1- Qual a ideia geral do texto?

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(Vale 2 escores)
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2- Qual a teoria sustentada por Vygotsky por muitas dcadas? Especificamente qual teoria? Oque ele
pensa sobre o papel da comunidade?
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(Vale 3 escores)

3- De acordo com o artigo, qual a diferena entre as teorias de Piaget e Vygotsky?

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(Vale 10 escores)

4- Qual a concepo de Vygotsky sobre a aprendizagem do indivduo?

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(Vale 5 escores)
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5- Por que a interao social importante para o aprendizado da criana? Justifique a sua resposta
baseado no texto.
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(Vale 5 escores)

6- Escreva V para as assertivas verdadeiras e F para as assertivas falsas.

( ) Vygotsky acredita que as crianas so curiosas e ativamente envolvidos em sua prpria
aprendizagem e na descoberta e desenvolvimento de novas compreenses / esquema.
( ) Shaffer (1996) cita um exemplo contrrio teoria de Vygotsky.
( ) Para compreender a teoria de Vygotsky sobre o desenvolvimento cognitivo, preciso entender
somente um princpio do seu trabalho: o outro mais experiente (MKO).
( ) O mais experiente outra (MKO) um pouco auto-explicativa; refere-se a uma pessoa que tem uma
melhor compreenso ou um nvel de capacidade mais elevada do que o aluno, com respeito a uma
tarefa, processo, ou conceito particular.
( ) As funes mentais superiores so desenvolvimentos de processos mentais/estratgias mais
sofisticadas e eficazes
(Vale 5 escores)

7- Traduza os trechos abaixo. Lembre-se de usar termos apropriados e tenha zelo pela linguagem
formal e com a ortografia:
- Trecho I -
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. For example, who is more likely to know more about the newest teenage music groups, how
to win at the most recent PlayStation game, or how to correctly perform the newest dance craze - a child
or their parents? (Linhas 110 114)

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(Vale 10 escores)
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 - Trecho II
In fact, the MKO need not be a person at all. Some companies, to support employees in their learning
process, are now using electronic performance support systems. Electronic tutors have also been used
in educational settings to facilitate and guide students through the learning process. The key to MKOs
is that they must have (or be programmed with) more knowledge about the topic being learned than the
learner does. (Linhas 116 120)
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(Vale 10 escores)

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