This includes the biography of Vygotsky and his thoery on Socio-culture and Zone of Proximal Development.

1. Lev Vygotsky’s
Cognitive Theory
Presented by: Karl S. Olimpo

2. Lev Vygotsky
"Learning is more than the acquisition of the ability to
think; it is the acquisition of many specialized
abilities for thinking about a variety of things.“
- Lev Vygotsky
Birth: November 17, 1896
Contributions:
– Zone of Proximal Development
– Sociocultural Theory
– Guided Participation

3. Effects of Culture: Tools of
intellectual adaptation
1. Elementary Mental Functions
A. Attention
B. Sensation
C. Perception
D. Memory
2. Higher Mental Functions

4. Social Influences on Cognitive
Development
According to Vygotsky (1978) “much
important learning by the child occurs through
social interaction with a skillful tutor. The tutor
may model behaviors and/or provide verbal
instructions for the child”.
Cooperative/Collaborative Dialogue

5. Zone of Proximal
Development
•(ZPD) has been defined as "the distance
between the actual developmental 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"

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

8. Forms of Language
1. Social speech which is external communication
used to talk to others (typical from the age of two);
2. Private speech (typical from the age of three)
which is directed to the self and serves an
intellectual function; private speech goes
underground, diminishing in audibility as it takes
on a self-regulating function and is transformed
into silent inner speech (typical from the age of
seven).

9. Classroom Applications
A contemporary educational application of
Vygotsky's theories is "reciprocal teaching", used
to improve students' ability to learn from text.
In this method, teacher and students
collaborate in learning and practicing four key
skills: summarizing, questioning, clarifying, and
predicting. The teacher's role in the process is
reduced over time.

10. Also, Vygotsky is relevant to instructional
concepts such as "scaffolding" and
"apprenticeship", in which a teacher or more
advanced peer helps to structure or arrange a
task so that a novice can work on it successfully.

11. Vygotsky's theories also feed into
current interest in collaborative learning,
suggesting that group members should
have different levels of ability so more
advanced peers can help less advanced
members operate within their ZPD.