Developmental Perspectives: Lev Vygotsky

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.