1. Lev S. Vigotsky’s Cultural-Historical Theory of Psychological Development
By: Cora Mendez
EPSY

2. Lev S. Vigotsky Famous quotes
Education must be orientated not towards the yesterday of a child's development, but towards its tomorrow‘
It is through others that we become ourselves'
What a child can do in co- operation today he can do alone tomorrow.
Therefore, the only good kind of instruction is that which marches ahead of development, and leads it'
Lev S. Vigotsky was born on November 17, 1896 in Russia. He studied a variety on topics while in college but earned a degree in law. His interest in psychology began when he attended the Institute of Psychology in Moscow. He also wrote several articles and books. Although he had no formal training in psychology, he is the founder of the cultural historical theory of psychological development.
He strongly believed psychologist should study humans not animals because humans have evolved to use signs and symbols to change their mental functioning(Vigotsky, 1931 in Gredler, 2009).

3. Theory Of Cultural Historical Development
Theory in practice: A boy learning how to cook from his mother.
Through their interactions he learns cooking safety, preparing a dish, portions, and even measurement.
His theory is based on the idea that children’s development is the result of interactions between people and their social environment.
The interactions are not limited to people but also involve cultural artifacts(cultural tools), mainly language-based (written languages, numbers, signs, and symbols). A child typically learns how to use these cultural tools through interactions with parents, teachers, or more knowledgeable others. Through the use of these tools the child develops higher mental processes.
According to Vygotsky, all human are capable of developing higher mental processes, but it is dependent on their social interactions and their culture.

4. "Learning is more than the acquisition of the ability to think; it is the acquisition of many specialized abilities for thinking about a variety of things” Lev Vigotsky
Here is a quote by Lev Vigotsky that explains what he thought about learning. Lev Vigotsky thought that learning was much more than just acquiring knowledge.
He believed that learning was acquired through the acquisition of many specialized abilities that would allow one to think of things.
Gredler defined learning as a multifaceted process by which humans acquire the range and variety of skills, knowledge, and attitudes that set the species apart from others(2009).
He went on to say that individuals typically take learning for granted until they experience difficulty with a complex task.
Gredler stated that Vigotsky believed that learning had a direct link to society as people learn about values, language, and development of one’s culture(2009).

5. Image courtesy of FreeDigitalPhotos.net
Culture
Vigotsky did not identify culture itself as the key influence on a persons development, but rather the symbols and sign of the culture and the way they were used in thinking (Gredler, 2009, p309).
Vigotsky believed that the symbols of one’s culture serve as tools for thought that were necessary for a higher cognitive process.
One assumption of Vygotsky's theory is that through both informal and formal conversations and education adults convey to children the way their culture interprets and responds to the world. When adults interact with children, they show the meanings they attach to objects, events and experiences.
For example: Think about a parent asking a child what theme he wants for his party. The child selects a Spiderman theme. Mother and son begin to discuss colors associated with that character for party decorations such as black, red, and white. Mother asks: Do you want a Spiderman pinata? He says yes. A pinata is a figure made out of newspaper that is later stuffed with candy. Pinatas are common to the hispanic culture. On his birthday the children will crack the pinata with a stick. They decide how many guests he will have and what entertainment they will have. This party planning shows the young boy the way a party is celebrated in his culture. Mother is showing him that his birthday is a very special event.
Now you turn to the person next to you and share something special about your culture. Did you learn something new about that person and their culture?
Image courtesy of FreeDigitalPhotos.net

6. Importance Of Social Interaction
Social interaction is another important aspect of Vygotsky's theory. Vygotsky saw human development as a socio-genetic process where learning was the product of social interactions between children and adults(Offord L. ,2005). According to Lev Vigotsky’s Theory of Cognitive Development mental processes begin as social activities. Through development, children slowly internalize processes they use in social interactions and begin to use them independently. Children begin to transform ideas and processes to make them their own(2013) .
Students should be taught and encouraged to collaborate. Peer instruction between learners should be encouraged in school, since it will enhance the learning process. Teachers should take part in the collaboration process with the learners to help them construct meaning.
Teachers implementing problem based learning lessons(PBLs) is a great way to promote social interaction, collaboration, and peer learning. Has anyone ever used PBLs in their classroom? Would anyone like to share their experience with using PBLs

7. Children Can Perform More Challenging Tasks When Aided By More Competent Individuals.
Vygotsky also introduced the idea that children can perform more challenging tasks when assisted by more advanced and competent individuals.
Children are only capable of so much cognitive development on their own, but when they are assisted by a “more knowledgeable other”( a phrase coined by Vigotsky) ; they are capable to go beyond their own cognitive development and learn more complex tasks.
In Lev Vigotsky’s Theory of Cognitive Development, Vygotsky identified two levels of development: actual development, which is the highest level of a task a child can perform independently, and the level of potential development, which is the highest level of a task a child can perform with the assistance of a more knowledgeable other(2013).
In the picture above the students are learning about rocks. They probably only know that rocks are hard and you find them outside; however, with the teachers help they will learn the definition of a rock and learn about all it’s properties.
Can you think of a time where you saw your children’s light bulbs go on when you provided them more knowledge about a topic? This would make you the more knowledgeable other because you put your children in their highest level of potential development by helping them.

8. Zone Of Proximal Development
An important aspect of Vigotsky’s theory is that the potential for cognitive development depends on the “Zone of Proximal Development”(ZPD). The Zone of Proximal Development is 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, p86).
The idea of an adult guiding a child through the ZPD is known as scaffolding.
Vygotsky felt that learning could lead development if it occurs within the child's Zone of Proximal Development (ZPD).
The ZPD contains skills and concepts that are not yet fully developed but are "on the edge of emergence" emerging only if the child is given appropriate support.

9. Vigotsky And Language 1: Preintellectual and autonomous speech
2: Naive Psychology
3. Communacative and egocentric speech
4.Intellectual(inter nal speech)
Fa, fa
According to Vygotsky, speech begins as a means of communication and socializing and later becomes a tool of thinking(1962) .
Vigotsky’s research led him to discover four stages of a child’s speech as shown on the Powerpoint. The preintellecutal stage includes a baby’s cry, babbling, and noised as he/she tries to get attention from others. The autonomous speech stage occurs at about age 1 and is when the child tries using invented words. In the naive psychology stage, the child uses simple adult words but does not quite understand that words have names. In the communicative stage, which occurs at about age 3 the child begins to use speech to communicate with others, and the child uses speech for himself in the egocentric speech stage. In the intellectual speech stage which is at about age 7, the child’s egocentric speech becomes internal speech(Gredler, 2009).
According to Gredler, Vigotsky defined inner speech as speech for oneself(p.319). McLeod states that Vigotsky was the first to see the importance of private speech in aiding development. He believed that children who used large amounts of private speech were more likely to be more socially competent than children who do not use it extensively(2007).
It was Vygotsky’s belief that language develops from social interactions, for purposes of communication. Later language ability becomes internalized as thought. Thought becomes the result of language.
What stage of speech is this child in?
Image courtesy of Ohmmy3d/FreeDigitalPhotos.net

10. Importance Of Play
"In play, a child is always above his average age, above his daily behavior; in play, it is as though he were a head taller than himself." - Lev Vygotsky
Leong D. J., Bodrova, E. (2013).
Image courtesy of Stuart Miles/FreeDigitalPhotos.net
Vigotsky believed that play allowed children to stretch cognitively.
This quote puts it perfectly because it is during play when children are at their best in every aspect.
Let’s stop and think for a moment about a time when we watched children at play. How was your child that was struggling academically or your child that had behavior issues while they were at play? I bet that almost all of us could say that all of the children even the ones we struggle with were at their best during play. This is because play allows them to socialize, express themselves and expand their cognitive development.
Grendler, (2009) quoted Vigotsky “Imaginary play is the main source of development of symbolic activity(p.319).
Vigotsky believed true play consisted of children giving new uses or meaning to toys and taking on new roles. A child pretending to be a surgeon and operating on a toy doll(patient) would be an example of play. The child using the toy knife from his pretend and learn center to operate and using a scarf from the center for a surgeon’s mask would be giving new meaning to his toys. When a child uses an object or toy in a new way or puts himself/herself in another role, the child begins to act in a cognitive domain rather than a visual domain (Grendler p. 320).

11. Applying The Theory Of Cultural Historical Development
Some ways to apply this theory in the classroom are:
Allowing your students to work in collaborative groups which allows them to socialize and improve cognitive development.
Give children a problem or scenario to solve on their own; they are not allowed to share ideas at this point. Give them a few minutes to come up with a solution. Then give them the same problem but now put them collaborative groups. Tell them they are allowed to talk, discuss ideas, and come up with possible solutions. Tell them that you are allowed to help and facilitate if they need you. This activity will allow you to see their actual development on their own and their potential development with the help of their peers or more knowledgeable others. This will also help children understand that when they socialize collaborate they cognitive development is greater.
Encourage children to engage in true play where there roles and toys are transformed into other things. They might need you to give them examples.
Have children work on a culture quilt at school and with the help of parents. They are to draw something special they celebrate in their culture by including illustrations, food, decorations, activities, symbols etc. Then have them share quilt. You can have a discussion on how culture helps us think a certain way.
Does anyone have any questions?

12. References
Soviet Pshchology: Photo archive-Marxists interner archive. Retrieved from
Social Development Theory (L. Vigotsky). Retreived from development.html
McLeod, S. A. (2010). Zone of Proximal Development - Scaffolding. Retrieved from Development.html
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

13. References
Leong D. J., Bodrova, E. (2013). Scholastic. Pioneers in our field: Lev Vygotsky - Playing to learn. Retreived from our-field-lev-vygotsky-playing-learn
Kids circle image Retrieved from in-early-life.html
Children learn by observing others. Jenny Acheson/Riser/Getty Images.
Offord L (2005). Retrieved from

14. References
McLeod, S. A. (2007). Vygotsky. Retrieved from
Wertsch, J.V. (1985). Cultural, Communication, and Cognition: Vygotskian Perspectives. Cambridge University Press.
Lev Vigotsky’s Theory of Cognitive Development. (2013) Retrieved from portal.com/academy/lesson/lev-vygotskys-theory-of- cognitive-development.html
Gredler, M. (2009). Learning and instruction: Theory into practice. Upper Saddle River, NJ: Pearson.