Lev Vygotsky`s Theory

LevVygotsky’s Theory

LevVygotsky’s Theory

Thework of Lev Vygotsky has turned out to be the basis of research andtheory in cognitive development in recent years. Particularly, it hasinformed the Social development Theory. It stresses the major rolesof the social interaction in cognition development and believes thatcommunity plays a key role. Vygotsky’s theory is practical in acommunity setting because it emphasizes on the role of the socialcontext in the construction of behavior.

Strengthsof the Theory

Emphasison Social-Cultural Context

Vygotskyemphasizes on the social-cultural context by emphasizing thatlearning should be a social process and the source of humanintelligence in culture or society. He states that social interactionhas a key role to play in cognition development (Moll,2013).He accentuates on the social-cultural activities by advocating forthe parents and caregivers to develop higher order functions. Hestates that learning has its basis in socializing or interacting withother persons. Consequently, the information is integrated on theindividual level.

Vygotsky’ssociocultural idea does not only dwell on the way adults and peersinfluence learning. It also focuses on the manner in which culturalbeliefs, as well as attitudes, impact the means through whichlearning and instructions take place. According to Moll(2013)toddlers are born with basic biological constraints on their brains.Every culture, thus, provides the tools of intellectual adaptation.They allow them to employ their rudimentary mental capabilities via amode that is adaptive to their culture. For instance, if a certainculture emphasizes on memory strategies, like note taking, othersmight utilize tools such as rote memorization or reminders.

Disadvantage

Vaguenessof Zone of Proximal Development

Accordingto the psychologist, a child tends to pick skills via interactionswith more skilled individuals. However, the imprecision of the ideamanifests since it is time-consuming to tutors, especially inschools. Moll(2013) explains that ateacher who engages in the theory has to spend time creating asuitable lesson scheme. It would not be practical to educators. Thereare curriculum realities that they have to deal with.

Anothernebulousness associated with the theory is that individualizedattention is rather challenging. In learning institutions, there areseveral scholars with whom a tutor must interact. Moll(2013) states that itwould be challenging for the trainer to gauge an individualdevelopment level and apply a zone of proximal development suitablefor every learner.

Inconclusion, Vygotsky‘s theory emphasizes on the community’s dutyto ensure the multi-faceted growth of a learner. Though there arelimitations in the zone of proximal development, the contribution ofthe social-cultural context has much weight. Tutors should follow thepsychologist’s procedures to ensure proper growth and appropriateattitudes of the learners.

References

Moll,L. C. (2013).&nbspLSVygotsky and education.New York N.Y: Routledge.