Lev Semonarich Vygotsky

Lev Semonarich Vygotsky (1896-1934) is a Russian theorist with a socio-cultural perspective approach in mind. A social constructivist is the social interaction combined with the cognitive activity which shapes individual development and learning. Vygotsky stated that our minds are shaped by cultural context and that adults play a vital role in enabling children to learn. He believed an educator takes a facilitating role but creates a situation to allow cognitive conflict to occur. Alfrey stated that "Concepts,language, attention and conflict occur." Vygotsky emphasised that language helps children form ideas and that cognitive growth was largely a social activity. Vygotsky aimed to understand the nature, evolution and transmission of human culture. Vygotsky stated that "What a child can do today with guidance, she can do alone tomorrow."
Vygotsky believed learning took place through a process called the 'Zone of proximal development'
Z.P.D is the gap between what a child can do through independent problem solving and what can be achieved with the help of an expert. An important process is scaffolding, this is the support provided by an adult or a 'm.k.o' more knowledgeable other. Scaffolding provides supports, functions as a tool and extends the range of the learning. Scaffolding is provided by a teacher, a child's past experiences or an object and experience of a culture. There are five processes involved when referring to scaffolding, these include: Recruiting, reducing, direction maintenance, marking critical features and demonstration.
Recruiting is the process of motivating the learner through active engagement. Reducing involves simplifying a task to make it more manageable etc. through stages of progression. Direction maintenance involves sustaining motivation through encouragement. Marking critical features involves identifying relevant parts of the task. Demonstrating involves modelling the complete task.

Vygotsky believed cultural tools are devices used by humans for mastering their thinking and problem solving. Examples of cultural tools include puzzles, jigsaws, songs, symbols and books. Vygotsky referred to four stages that children pass through whilst learning, these include: Primitive stage, Practical intelligence, external symbolic stage and internalisation of symbolic tools.
Primitive stage is the use of vocal activity as a means of emotional expression and social engagement.
Practical Intelligence is when the child's language becomes syntactic (rules of speech) and logical forms. Process that involves practical problem solving. External symbolic stage involves thinking aloud and internalising problem solving. Internalisation of symbolic tools is a process of internalising thought and egocentric speech begins to disappear. Involves cognitive independence, freedom, flexibility.