Lev Vygotsky developed
his sociocultural theory, stating that “in virtually all cultures, the members
of previous generations-parents, teachers, and so on-are largely responsible
for helping growing children acquire the accumulated wisdom of their culture”
(Ormrod, 313). His sociocultural theory includes
the need for children to interact with others in their environment to foster
cognitive development. While many
aspects of Vygotsky’s theory are relevant in the classroom, the ability for
children to socialize with other children and adults is essential. As a teacher, it is my job to manage such
appropriate interactions, which in turn leads to the development of language,
culture, and complex mental processes (Ormrod, 314-317).
As a third grade
teacher, many of my students vary in their degree of language acquisition, ranging
from English Language Learners to proficient English speakers. Vygotsky would agree that language develops
through social interactions within a social context. Therefore, in school, it is very important
that teachers embrace cooperative learning, partner work, group discussions,
literature circles, and other lessons that incorporate appropriate
socialization. While I do not often see
self-talk in my classroom, I see students who will use inner speech to complete
a task. Inner speech is when “children
talk to themselves mentally rather than aloud” (Ormrod, 316). Through both socialization and inner speech,
all children develop their language.
In addition to
language, children develop a sense of culture from peer and adult interaction. In school, adults teach students directly about
the culture of the school climate, including how to behave, how to treat others
respectfully, and specific learning behaviors (active listening, participation,
organization, etc.). Also, “every
culture passes along physical and cognitive tools that make daily living more
effective and efficient” (Ormrod, 315). Cognitive
tools, including number and alphabet systems, operations, map-reading skills,
lead to diverse learning across cultures because of differences in what is learned
(Ormrod, 315). Lastly, important historical
events are taught in school that lead to the development of ethnicity and
patriotism. These events are taught in the
context of history but can incorporate holidays and traditions. Although students come to school with many
different cultural backgrounds, their experiences in school include the American
culture.
Lastly, “complex mental
processes emerge out of social activities” (Ormrod, 316). In other words, as children interact with peers
and adults, they begin to internalize learning.
As a teacher, it is my job to best match a student to their current
ability level that they can reach successfully with guidance from others, then
finally to a level of independence. This
is known as their Zone of Proximal Development (Ormrod, 317). One beneficial strategy I use in the
classroom promote learning at their ZPD is differentiating grouping and
partners based on pretest data. This
allows students who need more scaffolding to work in a small group with myself
and students who show more readiness will work with peer guidance. In conclusion, Vygotsky’s theory supports
collaborative learning, which is also a very important part of our classroom
environment.
