EDUC 1077 Learning and Cognition: Assignment 1

Part 1: Vygotsky’s Learning Theory

Vygotsky’s Sociocultural learning theory has become a huge influence in the educational settings to
assist children and their learning. His ideas about language, social interaction, culture and cognitive
development have become major influences in psychology and education (Woolfork and Margetts,
2013). This investigation will endeavour to explore the key concepts of his theory; social interaction,
culture, zone of proximal development and scaffolding. It will also explore why and how the key
aspects can be incorporated into an educational setting as well as the limitations of Vygotsky’s
overall theory.

Vygotsky emphasised the importance of social interaction on a child’s cognitive development. He

believed that it is essential for children to work in collaborative situations as it engages higher levels
of thinking. Woolfork and Margetts exclaimed that “social interactions are more than simple
influences on cognitive development – they actually create our cognitive structures and thinking
processes” (2013). Working in a social context allows children to development cooperative
interactions and be directly impacted by peers and more knowledgeable others (MKO).

Vygotsky believed that cultural tools play a significant role in a child’s cognitive development. Each
different learning environment has a range of cultural tools to enable children to communicate,
learn and solve problems. Vygotsky proposed that allowing children to transform natural,
spontaneous, straightforward processes through the use of cultural and abstract tools helps to
advance a child’s thinking (Renshaw, 2016). Woolfolk supported this statement explaining that
“when appropriately used, these tools become psychological ‘tools of the mind’.” (Woolfork and
Margetts, 2013). Evidently cultural tools have a critical role in allowing children to obtain and
develop cognitive learning.

Zone of Proximal Development (ZPD) is another key element of Vygotsky’s Theory. ZPD is seen as the
ways in which children are challenged in order to extend their learning. It refers to the “area
between a person’s current level of independent functioning and what they can achieve with
appropriate help and support” (Woolfork and Margetts, 2013). Studies have discovered that the
“most successful learning occurs when children are guided by adults towards learning things that
they could not attempt on their own” (Education.vic.gov.au, 2016). It is important that teachers
cater to each child’s ZPD to allow all students to work towards independence and increase their
knowledge.

1
Vyanah Lethbridge| 110200318
Learning and Cognition – Alex Stretton
EDUC 1077 Learning and Cognition: Assignment 1
Part 1: Vygotsky’s Learning Theory

Vygotsky believed the best way for a child to reach their ZPD is through correct scaffolding.
Scaffolding can be implemented in various ways, including, role modeling, direct instruction or
feedback. Teachers have the ability to observe students and adjust intervention levels to cater for
their learning (Nordlof, 2014). McLeod depicts that “once the student, with the benefit of
scaffolding, masters the task, the scaffolding can then be removed and the student will then be able
to complete the task again on his own” (McLeod, 2011). Scaffolding is an ongoing concept but plays
an important role in developing a child’s ZPD.

Scaffolding is the most important concept an educator must successfully implement as a part of their
educational pedagogy. Scaffolding allows educators to recognise and provide necessary assistance,
whilst ensuring all children understand the given concepts of the tasks. Scaffolding is the most
effective way to extend a child’s ZPD. In a classroom environment I, the educator, will implement
scaffolding in a range of ways. Firstly, when developing teacher plans, I will ensure they are in
chronological order, allowing the children to build on their basic knowledge first, before explaining a
new concept. When assisting children in an activity it is of great importance that it is a level slightly
above what they are capable of doing by themselves; this is effectively increasing their knowledge
and their ZPD using a MKO. Once the children have had plenty of practice using the scaffold and are
familiar with the concepts, it will be slowly removed until the children are capable of mastering the
new idea on their own.

Educators need to allow an environment that encourages students to engage in effective social and
cultural activities. Allowing students to work in collaborative situations helps encourage learning and
higher levels of thinking within a group environment. Implementing cultural tools in a variety of
different ways enable students to communicate, learn and solve problems. Throughout my teachings
I will implement social interactions by giving the students a chance to work cohesively alongside
peers and teachers as well as ensure time for classroom discussions and questions. Culture will be
inserted into the classroom through the use of physical tools (smartboards, computers), symbolic
tools (language, numbers) and conceptual tools (theories and equations), all of which will be
modelled to the children so they have a clear understanding of how to use them and their purpose.

2
Vyanah Lethbridge| 110200318
Learning and Cognition – Alex Stretton
EDUC 1077 Learning and Cognition: Assignment 1
Part 1: Vygotsky’s Learning Theory

Rigorous research has discovered that Vygotsky died at the age of 38. This is an underlying limitation
as Vygotsky was still conducting research and developing his theory right up until he passed. This
meant that he was unable to expand and elaborate on key ideas and perspectives that he had
already found. Unfortunately, this means the final theory consist a handful of general ideas, some of
which were never backed up with research (Woolfork and Margetts, 2013). Although some key
ideas were never supported, Vygotsky still was able to provide important factual evidence on the
role that social and cultural processes have on a child and their cognitive development.

To conclude, Vygotsky’s Sociocultural theory has had a huge influence on the cognitive development
of many children. Teachers in all parts of the world are encouraging a social and cultural
environment within their classrooms. As teachers are becoming aware of Vygotsky’s theory they
have discovered the importance of scaffolding and evidently are using it as a tool to help extend
their students zone of proximal development effectively.

Words: 943

3
Vyanah Lethbridge| 110200318
Learning and Cognition – Alex Stretton
EDUC 1077 Learning and Cognition: Assignment 1
Part 1: Vygotsky’s Learning Theory

Reference List:

McLeod, S. (2011). Zone of Proximal Development - Scaffolding | Simply Psychology. [online]

Simplypsychology.org. Available at: http://www.simplypsychology.org/Zone-of-Proximal-
Development.html [Accessed 24 Mar. 2016].
Nordlof, J. (2014). [online] Vygotsky, Scaffolding, and the Role of Theory in Writing Center
Work. Available at: http://writingcenters.org/wp-
content/uploads/2015/10/Nordlof_WCJ34.1_2014.pdf [Accessed 24 Mar. 2016].
Renshaw, P. (2016). [online] The sociocultural theory of teaching and learning. Available at:
http://www.aare.edu.au/data/publications/1992/rensp92291.pdf [Accessed 23 Mar. 2016].

Woolfork, A. and Margetts, K. (2013). Educational Psycology. 3rd ed. NSW: Pearson, pp.91-
104.

4
Vyanah Lethbridge| 110200318
Learning and Cognition – Alex Stretton