xname vygotsky education theory
Following his illness, Vygotsky began researching topics such as language, attention, and memory with the help of students, including Alexei Leontiev and Alexander Luria.
Despite this, Vygotsky’s work has continued to grow in influence since his death— particularly in the fields of developmental and educational psychology.
Vygotsky proposed that private speech diminishes and disappears with age not because it becomes socialized, as Piaget suggested, but rather because it goes underground to constitute inner speech or verbal thoughtвЂќ (Frauenglass & Diaz, 1985).
Vygotsky believed that language develops from social interactions, for communication purposes. Vygotsky viewed language as manвЂ™s greatest tool, a means for communicating with the outside world.
Vygotsky was also influenced by the philosophy of Karl Marx, whose focus on the connections between the material world and human thought were highly influential to Vygotsky, particularly early in his career.
Ultimately, all scaffolding is removed and the student is able to complete the task again on their own.
A second aspect of Vygotsky’s theory is the idea that the potential for cognitive development depends upon the “zone of proximal development” (ZPD): a level of development attained when children engage in social behavior. Full development of the ZPD depends upon full social interaction. The range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone.
This is a general theory of cognitive development. Most of the original work was done in the context of language learning in children (Vygotsky, 1962), although later applications of the framework have been broader (see Wertsch, 1985).
Part of Vygotsky’s sociocultural theory, this accounts for children who appear to lack certain skills when tested yet often perform more competently in the presence of someone who has the necessary knowledge. Skills displayed in this social context, but not in an isolated setting, fall within the zone of proximal development. This concept underpins the notion of ‘scaffolding’ in which a more knowledgeable other provides support to promote a child’s cognitive development.
According to Vygotsky, inner speech – though derived from oral language – develops as concepts are internalised and is a more condensed version of normal speech.