Sociocultural theory of learning was first developed by a Russian psychologist Lev Vygotsky (1896-1934) in 1930s . Since his work was influenced by the Marxist thinking so it was banned by Joseph Stalin(1879-1953),the leader of Soviet Union in those days. Therefore, it remained unknown for decades even after his death in 1934. His works” Mind in Society” and “Thought and Language” were translated, long after his death, in 1970s and 1980s. His theory got much popularity due to its radical view about a child’s cognitive development. This view is different from that of his counterpart Jean Piaget who thought child’s cognitive development as an automated and independent, of social and cultural influences, process that takes place during various stages of his/her life. Vogotsky’s is of the view that society, culture and language are the primary sources of child’s cognitive development. According to his theory, the cognitive development of a child takes place at two levels. First, at the interpersonal (interpsychology) level, through interacting with his/her peers or adults. Second, at the intrapersonal (intrapsychology) levels, through individual internalization. In other words, the child first gets a concept through mutual interaction with matured/experienced members of his/her society and then he/she internalize this concept by integrating it with other concepts already present in his/her mind . Vygotsky says that culture plays a dual role in the cognitive development of a child. On the one hand, it provides the child with the opportunity of thinking, and on the other hand, it acquaints him/her with the way of thinking. In other words, it tells the child what to think and how to think. Vygotsky argues that social development precedes cognitive development, and social interactions and relations are crucial for learning. In his theory, Vygotsky developed two new concepts namely Zone of Actual Development (ZAD) and Zone of Proximal Development(ZPD). ZAD includes all those tasks, which the learner can do by itself, without the help of others. While ZPD includes all those tasks, which the learner can’t do by itself but with the help of others, parents, teachers, older siblings or peers. Putting it more simply, ZPD specifies those functions which the learner hasn’t mastered yet but are in the process of maturation. ZPD is a gap between the actual development and the potential development of a child, which he/she cannot fill up or narrow down without the help of his/her matured peers or adults.
In this theory, the cognitive development of a child is discussed in light of mind, tools, zone of proximal development and community of practice. Vygotsky says that mind is socially distributed and we can get knowledge through interaction with each other. The child uses different tools (semiotics) like language, algebraic symbols, art, writing, diagrams, calculator, computer, telephone etc, to facilitate the transfer of various concepts between him/her and the community of experts, and to facilitate the process of internalization of these concepts. Other concepts connected with the Vygotsky theory of learning are:
Cognitive apprenticeship: It is a situation wherein a child works under the supervision of his/her teacher, matured peers or other more knowledgeable person for getting mastery over a certain activity.
Scaffolding or Mediated Learning: Scaffolding is the process of assisting learner in an activity as much as to enable him/her to complete it by himself/herself.
Cognitive apprenticeship: It is a situation wherein a child works under the supervision of his/her teacher, matured peers or other more knowledgeable person for getting mastery over a certain activity.
Scaffolding or Mediated Learning: Scaffolding is the process of assisting learner in an activity as much as to enable him/her to complete it by himself/herself.
