Vygotsky emphasized the social roots of cognition
and the importance of the “zone of proximal development” in
which interaction with knowledgeable peers plays an important role.
Vygotsky defined ZPD as the discrepancy between a child’s actual
mental age and the level that child may reach with assistance in
solving problems (p. 130, Learning Theories for Teachers). He advised
parents and teachers to keep tasks within the children’s ZPD
slightly above their levels of independent functioning.
Lev Vygotsky developed his research during the 1920s and 30s. During
this time he wrote prolifically about the relationship of
children’s social experiences and learning. Thought and
Learning, thought to be his greatest work contains an
introduction by Jerome Bruner, and is considered to be an excellent
summary of Vygotsky’s work. Vygotsky’s perspective was to
consider the vital connection between the social and the
psychological worlds of people particularly children.
Vygotsky considered the way individual developmental history and
political social relations intersect. Vygotsky stated that practical
experience shows that direct teaching of concepts is impossible and a
waste of time. However, with proper input and assistance (ZPD) a
child can be expected to perform much more capably than the
child’s current level indicates.
Vygotsky proposed that the appropriate level of
instruction lies between a child’s actual mental age (i.e. his
or her level of independent functioning) and the level of problem
solving that the child is able to reach with assistance, this is the
ZPD. He thought that in most settings children should work together
with adults to bring each child up from the initial level of mastery
to the most advanced level.
Vygotsky thought the role of educators/education was to provide
children with experiences that are within their respective ZPDs. In
other words to challenge the children to go beyond their perceived
abilities.
Vygotsky also recognized the importance of play for children. He
believed that play provided foundations for children’s
developing skills that are essential to social, personal, and
professional activities.
Although Vygotsky’s career was short, he died at the age of 37,
the effect he made on education was lasting.
Publications
Thought and Language (1962)Mind and Society (1978)