Psychoanalytical theories stress the impact of the subconscious while cognitive theories stress the importance of cognitive thought in relation to human growth and development. One of the more highly regarded cognitive theories includes Vygotsky’s scoiocultural cognitive theory.
Vygotsky’s Sociocultural Cognitive Theory
Vygotsky believed that children actively developed their own knowledge base and that the child’s social interactions and experiences played a direct role in the development of the child. Vygotsky believed that society, as a whole, as well as the peers and adults in a child’s life were astronomically important in the development of the child.
To help better communicate his theory, Vygotsky proposed the “zone of proximal development,” in which observers could observe the difference between a child attempting to solve a problem on their own, to a child attempting to solve a problem with the assistance of an older child or an adult. For example, a child attempting to tie their shoes alone, may have great difficulty getting the laces in the right spot, but when assisted by an older child or adult, the child may begin to better understand how to tie his laces and make progress towards being able to do so independently. This support from an older child or an adult was referred to by Vygotsky as “scaffolding,” in reference to the support the adult and older child are capable of providing to the younger, less developed child. This person who provided the child with support and guidance is referred to as a “more knowledgeable other.” (MKO)
In addition, Vygotsky believed that the tools a specific culture used had a dramatic impact on the growth and development of the children within that culture. Tools such as books, computers, stories and other traditions helped instill and teach children what the norms of that specific culture were, as well as what is expected of them as a member of that culture. For example, children in the United states attend school for roughly thirteen years before deciding whether or not to go to college. During these thirteen years, American children learn skills such as reading, writing and mathematics. In some countries, children do not attend school, or only do so briefly and instead, learn some of these skills, such as mathematics, by buying and selling in marketplaces with their parents. For each culture, what they are doing is the norm, but the two are entirely different from one another.
References
Santrock, John W.. Life-span development . 13th ed. New York: McGraw-Hill, 2011. Print.
Cognitive Development – Vygotsky’s Sociocultural Theory
Social Development Theory (Vygotsky)
