1. BY:
ARIF IZZUDIN BIN OTHMAN
FATIN FATINI BT M. DAELAMI
FATIN AQILAH BT MOHD SUHAIMI

2. WHO IS VYGOTSKY?
 Lev Vygotsky was born in Russia in 1896.
 He died at the young age of 37 from
tuberculosis.
 Due to his early death, most of his
theories were left undeveloped, although
some of his writing being translated from
Russian.
 His work in the last 10 years of his life
has become the foundation of much
research and theory in cognitive
1896-1934
development.

3. THE OVERVIEWS..
Social Interaction Influences
Cognitive Development
Biological and Cultural
Development do not occur in
Isolation
Language plays a major role in
Cognitive Development

4. MAJOR THEMES IN
VYGOTSKY’S
THEORIES

5. FIRST MAJOR THEME
“Social interaction
plays a fundamental
role in the process of
cognitive
development.”

6. Young children are curious and actively involved in their own
learning and the discovery and development of new
understandings/schema.
Placed more emphasis on social Much important learning by the child
contributions to the process of occurs through social interaction with
development. a skillful tutor.
Seeks to understand the actions or
instructions provided by the tutor (often
the parent or teacher) then internalizes the
information, using it to guide or regulate
their own performance.

7. EXAMPLES
Shaffer (1996) gives the
example of a young girl who is
given her first
jigsaw. Alone, she performs
poorly in attempting to solve
the puzzle.
The father then sits with her
and describes or demonstrates
some basic strategies and
provides a couple of pieces for
the child to put together herself
and offers encouragement
when she does so.
As the child becomes more
competent, the father allows
the child to work more
independently.

8. SECOND MAJOR THEME
“The More
Knowledgeable
Other (MKO)”

9. Refers to someone who has a better understanding or a higher ability level than
the learner, with respect to a particular task, process, or concept.
The MKO need not be a person at
Many times, a child's peers or an adult's all. Some companies, to support
children may be the individuals with employees in their learning
more knowledge or experience. process, are now using electronic
performance support systems.
Electronic tutors have also been used in
educational settings to facilitate and guide
students through the learning process. The
key to MKOs is that they must more
knowledge about the topic being learned
than the learner does.

10. third MAJOR THEME
“The Zone of
Proximal
Development
(ZPD)”

11. The concept of the More
Knowledgeable Other
(MKO) is integrally related
to the second important
principle of Vygotsky's
work, the Zone of Proximal
This is an important
Development.
concept that relates to the
difference between what a
child can achieve
independently and what a
child can achieve with
guidance and
encouragement from a
skilled partner.

12. ZONE OF
PROXIMAL
DEVELOPMENT
[ZPD]
The area where the most Interaction with peers as an
sensitive instruction or effective way of developing
guidance should be given - skills and strategies. Suggested
allowing the child to that teachers use cooperative
learning exercises where less
develop skills they will competent children develop
then use on their own - with help from more skillful
developing higher mental peers - within the zone of
functions. proximal development.

13. The zone
His theory cantered around the Zone
of Proximal Development (ZPD):
"... the distance between the actual
development level as determined by
independent problem solving and the
level of potential development as
determined through problem solving
under adult guidance or in
collaboration with more capable
peers." (Vygotsky, 1978)
A more capable peer/teachers (MKO) may
The ZPD is the “gray” gap help learner accomplish task in the ZPD.
between what a learner can What learner can do independently falls
accomplish independently (in within the Zone of Current Development
white) and what a learner cannot (ZCD). As the ZPD decreases (less
do, even with assistance black) gray), the ZCD increases (more white)

14. THE FOUR STAGES OF ZPD
FIRST SECOND THIRD FOURTH
STAGE STAGE STAGE STAGE

15. THE FIRST STAGE
 Take place when a child is first learning
a new subject matter or skills and
require help from someone with greater
knowledge than his own.
 The assisted child learns through a series
of instrumental methods that include
lectures, Q&A, problem solving and
positive reinforcement.
ASSISTED
PERFORMANCE

16. THE second STAGE
 As a child gains understanding of the new
subject or skill, she moves into the second
stage, in which she performs tasks without
relying on the person who was assisting her.
 She is confident enough to work through the
task by herself, even if she makes
occasional mistakes.
UNASSISTED
PERFORMANCE

17. THE third STAGE
 A student's knowledge reaches the point
where performance is automatic and fully
developed.
 Any doubts are gone during this stage, and
the student has internalized the skills
necessary to perform the task with
proficiency.
 The student may resent the intrusion or
advice of the expert now that he has fully
developed his own level of expertise. FULL
INTERNALIZATION

18. THE Fourth STAGE
DE -
AUTOMATIZATION
 Occurs later in life when the student becomes an adult and loses the
ability to perform at a proficient level.
 Personal crisis, sudden trauma, gradual erosion of skills due to
age, and major life changes.
 It is an inevitable occurrence that requires individuals to regress to the
beginning of the learning cycle to regain mastery.

19. EXAMPLE
Think of a child learning The child is able to guide With practice, tasks
to tie his shoe first, you himself through tying his become less difficult, so
show him how, then you shoes, usually repeating we no longer have to talk
talk him through the story that you taught to ourselves through
it, usually with some little him. Meaning that the them. What began as an
memorable story about interaction become interaction becomes an
rabbit ears, loops or internalized. effortless, almost
something like that, and automatic behavior.
eventually…

20. VYGOTSKY & LANGUAGE
According to Vygotsky (1962)
language plays 2 critical roles in
cognitive development:
It is the main means by Language itself becomes a
which adults transmit info very powerful tool of
to children intellectual adaptation

21. PRIVATE SPEECH
Vygotsky sees "private speech" as a
means for children to plan activities and
strategies and therefore aid their
development. Language is therefore an
accelerator to thinking/understanding.
Vygotsky believed that language
develops from social interactions, for
communication purposes. Later
language ability becomes internalized
as thought and “inner speech”. Thought
is the result of language.

22. WHAT IS PRIVATE SPEECH?
Private speech is typically observed in children from about
two to seven years old. Private speech or "self-talk" is
observed speech spoken to oneself for communication,
self-guidance, and self-regulation of behavior. Private
speech is often thought to enhance the developing early
literacy skills and help to increase a child's task
performance, success, and achievement.