1. Human Development Theorist-
Lev Vygotsky

2. Biography
Early Life:
Lev Semonovich Vygotsky was born in Orsche, a town in Belarus on November 17th, His family then moved to Gomel where he was raised. He was born into a Jewish family and grew up with many family members. He was the second oldest of eight kids. His mother was a certified teacher but never worked, she was a full time homemaker. His father was a bank manager. Both his parents were very educated and intelligent. They taught Lev to take care of children at a young age.

3. Biography Continued… School Life:
Lev Vygotsky grew up hoping to become a teacher but sadly could not fulfil his dream. At the time, a certified teacher that was Jewish was not allowed to teach in schools that were sponsored by the government.
He then decided to go to university for medicine. At the time, Jewish people were not treated equally, so only 5% of the whole Jewish population that was applying to the University of Moscow was accepted, and Vygotsky was one of the very few who got in. But shortly after he decided that he didn’t want to pursue a medicine.
Then he transferred to a Jewish Public University where he studied philosophy and history. Then went back to the University of Moscow in 1913, only this time he studied law. He graduated with his law degree in 1917.

4. Continued… Career Life:
After school he worked at a college in Gomel as a professor, where he taught logic and psychology.
Then he went to the Moscow Institute of Experimental Psychology to teach. He was also a researcher there for 9 years.
his main focuses on research were developmental psychology, educational philosophy, and child development.
throughout his career, he made many significant advancements in child development.
Lev Vygotsky was an innovative psychologist and contributed a lot to psychology.

5. … More!
In 1924 Lev got married to Roza Noevna Smekhova, and together they had two daughters, Gita and Asya.
Vygotsky passed away in Moscow on June 11, 1934 at the young age of 37. He died from Tuberculosis.
He was a very intelligent man who contributed a lot to psychology, especially child development.

6. Vygotsky’s Theories The Basics:
Stresses the fundamental role of social interaction in cognitive development.
Social learning precedes development.
Cognitive development varies among cultures.
Tools of intellectual development are culturally determined.
Therefore, a child’s cognitive functions are affected by the beliefs, values, and tools of intellectual adaptation of the culture.
Vygotsky’s Theories

7. Lev’s Theories Building Higher Functions:
Originate from actual relationships between individuals.
This interaction is then internalized by the child.
The child learns from this interaction, whether it was a positive or negative experience.
This can build higher functions such as self regulation, or it may build something as simple as creating meaning for a pointing finger.
The child then exhibits these actions as independent behaviours that no longer have to be prompted.

8. Zone of Proximal Development:
Continued …
LINK
Zone of Proximal Development:
The area at which a skill is just out of the child’s capabilities, but with assistance and encouragement it is possible to accomplish.
“Scaffolding” and “apprenticeship” are techniques in which a teacher or more advanced peer with help to structure a task so that a novice may accomplish it successfully.
Widely popular and accepted theory.

9. Cognitive Development from Internalization
Application
Cognitive Development from Internalization
- Higher functions are created from actual relationships between individuals. The development first appears between the two people, then the child internalizes it.
Self-regulation: Children are regulated by ECE, then internalize what are appropriate behaviors, and what are not.
Collaboration: friendly play and sharing are encouraged by big buddies and ECE, the children internalize this and recognize that it is ideal behavior.

10. Application Continued…
Zone of Proximal Development
-Skills too difficult for a child to master on their own, but can be done with guidance and encouragement from a knowledgeable person.
Writing numbers: if the children were asked to write the number 12 they would not be able to do it, but with examples and coaching, it is possible for them.
“Scaffolding”: craft is arranged by a big buddy so that it is possible for the children to successfully complete it.
Learning activities: sometimes the children are unable to make a decision as to what the correct answer is, but some guidance is enough to make them realize the answer.

11. Strengths
Zone of Proximal Development is found to be the perfect level at which children learn.
Acknowledging culture as an affect of cognitive development is important because it surrounds everyone.
Practices are affective and easily adaptable to the classroom

12. Weaknesses
Difficult/impossible to test theories concerning sociocultural perspectives.
Collaborative learning helps those who are less advanced, but not those students who are considered the experts.
Verbal instruction is not always the best way of learning, sometimes observation and practice is most affective.

13. Quiz Time !! Question #1: True or False?
Lev Vygotsky’s dream was to become a psychologist.
Question #2:
What is the zone of proximal development?
Question #3:
True or False?
Culture affects the way a child is raised.
Question #4:
True or False?
Children learn through negative interaction.

14. Works Cited
Culatta, R. (2013). Social Development Theory (Lev Vygotsky) Instructional Design. Retrieved from
Hansen Reid, M. Lev Semonovich Vygotsky. Retrieved from
Mcleod, S. (2014). Lev Vygotsky. Simply Psychology. Retrieved from
(2015) Glossary. Tools of the Mind. Retrieved from
(2015). Lev Vygotsky ( ). Good Therapy. Retrieved from
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15. Thank You For Your Time 
By: Harjodh & Kassidy
The End!!
Thank You For Your Time 