How does Vygotskian theory relate to research findings of child and adolescent

development? Illustrate your answer with practical examples. Can you see any problems
with Vygotsky?

Introduction

Lev Vygotsky, a Russian Psychologist created a Sociocultural Theory of Learning, in which he

believed that social interaction plays a fundamental role in cognitive development of children
and adolescence. Vygotsky (1978) states, “Every function in the child’s cultural development
appears twice: first, on the social level, and later, on the individual level; first, between people
(interpsychological) and then inside the child (intrapsychological)”. The essence of this theory is
that a child and adolescent’s development including thought, language and reasoning are
developed by culture, social factors and language and they do not so much in universal stages
as implied by other theorists. To understand Vygotsky’s theory, it is essential that these three
components are examined thoroughly. Through practical examples and others work both
children and adolescence examined, Vygotsky’s contributing factors of the theory are further
understood, highlighting both flaws and success within the theory. Vygotsky’s theory is
important in an educational environment due to how it encourages educators to consider factors
within their learning environment that may hinder or enhance a learner’s proximal development.

Review of literature

During the reviewing of literature sources, it was necessary to establish a theme through which
Vygotsky’s theory and child and adolescent development could be related. The literature
explores the utility of his theory as it relates to the 21st century learner and the practical
implications it has on child/adolescent development in the modern context.

Churcher, Downs and Tewksbury (2014) put forward a 21st century rethink of Vygotsky’s theory
as it relates to the relatively recent implementations of social media and web 2.0 technologies in
the classroom environment. They found that the concepts of Vygotsky’s theory, namely the co-
construction of knowledge through social interaction was a natural pairing with social media
technologies and in so being, a pedagogical consideration for social constructivist theory as a
whole. The very fact that social interaction remains a huge part of child and adolescent
development with the evolution and expansion of socialising alongside and through technology,
complements Vygotsky’s theory of development as being relevant and influential still today.

Smagorinsky, Hansen and Fink (2013) instead view Vygotsky and his theory through a full
range of considerations including the historical development of his social theory in a culture and
ideology that is in contrast to the individualistic, consumerist culture in western ideologies.
Culture is the crucial dimension through which Vygotsky developed his theory and so
Smagorinsky, et al.(2013) critique the translation of his theories influence and integration in a
western cultural setting due to the contrasting cultural origin within which the theory was
developed.
Packer (2008) directly addresses the question of Vygotsky’s relevance to the modern classroom
through a deep dive into the development of his theory from the beginning and the influences
that have shaped it towards the future. He examines Vygotsky’s theory as being an attempt to
navigate human history as a social construct of those who shape it and events that progress it
(the marxist movements and social change occuring in the Soviet Union at the time) and his
theory as being one that provides a blueprint for acceptable developments that will allow
individuals to successfully integrate within the social environment that they find themselves in.
The literature addresses the theory broadly as a science and psychology theory bounded by the
historical context within which it was created and raised the question of whether to adopt or
adapt it when translating it to a modern context.

References
Churcher, K. M., Downs, E., & Tewksbury, D. (2014). "Friending" Vygotsky: A Social
Constructivist Pedagogy of Knowledge Building through Classroom Social Media
Use. Journal of Effective Teaching, 14(1), 33-50.
Packer, M. J. (2008). Is Vygotsky Relevant? Vygotsky's Marxist Psychology. Mind,
Culture, and Activity, 15(1), 8-31.
Smagorinsky, P., Hansen, M., & Fink, L. (2013). What Does Vygotsky Provide for the
21st-Century Language Arts Teacher. Language Arts, 90(3), 192-204.

Analysis and discussion

Culture
Vygotsky argued, "Learning is a necessary and universal aspect of the process of developing
culturally organized, specifically human psychological function" (1978, p. 90). Being immersed in
particular culture shapes a child completely. They develop symbiotically with this culture and not
independently of it. A child’s parents and relatives, peers and society all have an important role
in their cognitive development. The environment in which children develop will influence how
they think and what they think about. The Melbourne declaration has identified key concepts
and ideas necessary for a child or adolescent to competently navigate and develop successfully
in the australian cultural contexts. The Melbourne declaration has identified the need for
Australians to engage and build relationships with asian countries and become more ‘asia
literate’ (citation needed) with their interactions as well as becoming more skilled with the use of
information and communication technology (ICT). The NSW Syllabus, which takes its aims and
objectives directly from the Melbourne Declaration is based on a constructivist approach, one
which draws from Vygotsky’s theory and incorporates knowledge and skill developments
influenced by his theory such as scaffolding and reciprocal teaching as part of the ‘super six’
approach (citation needed, text book). Vygotsky perhaps could not of accounted for the blurring
of cultural influences created as a result of globalisation. This has influenced student’s cultural
understandings and social interactions in both their immediate context with that of other
contexts accessible through an interconnected global community. The cultural aspects of
vygotsky’s theory encompass language and social interactions which can be more specifically
related to child and adolescent development.

Social factors
Vygotsky’ states development comes from social interactions from guided learning within the
zone of proximal development (ZPD). This zone comes from when children and another
construct knowledge together, not independently and the distance between the child’s current
level and the achievement of the goal.
A practical example, in the research documented by Shaffer (1996) is when a young child
attempts a jigsaw with influence of a parent.
Freund (1990) conducted a study in which children had to decide which items of furniture should
be placed in particular areas of a dolls house.
An example I can relate to in my own experience, is when I was coaching a basketball team
recently. The goal was to breakdown and learn the skill of a ball layup. I had to implement a
similar social interactive model to allow to kids to learn the skill of the desired goal. Through
talking, showing and watching, implementing a ‘I do, we do, and you do model’, we were able to
achieve our lesson intention.
He said you can’t learn in you PDZ without a model.

Language
Set in a time where social class was very much ridged, died early his work was incomplete, his
theory only account for those who were going to school at the time.
Contradicts: online courses and classes, you are interacting but not socialising, not using social
skills. (be in a social situation to learn). Someone at home alone with laptop
Potential limitation is that you can souly rely on language, need to have a physical example or
role model to understand better (lay up, they will be better if you show them not just explain the
action).
His ideas are culturally controversial, not enough time, died, based of vocal instruction (learning
through verbal) some cultures don’t do that therefore can’t learn.

He also states that adults are an important source as they transmit their culture’s tools to
children.
Vygotsky believes that cognitive development results in the internalisation of language.
Private speech – socialise better through understanding language
Being new to the interpretation of educational theory and having limited access to teaching in a
classroom environment yet, I cannot comment on the theory being problematic. Reflecting on its
significance for me as an early educator, the component I found most interesting was the need
to create opportunities for children in proximal development zone.

Conclusion

References
· Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University
Press.

https://tadahgroup.wordpress.com/vygotskys-theory-2/
https://www.instructionaldesign.org/theories/social-development/
http://www.curriculum.edu.au/verve/_resources/
National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf