Lev+Vygotsky+(1896-1934)

Lev Semyonovich Vygotsky was a Soviet psychologist and a social cognitive theorist (http://www.en.wikipedia.org/wiki/Lev_Vygotsky). Vygotsky worked as a teacher, philosopher, and psychologist. He chose to study psychology so he can combine scientific knowledge of the discipline with his own common sense knowledge, intuition, and through his inspiration from experiences as a teacher. While he was a teacher, he had questions such as how it was that we learn and develop, how best to teach all the children and for the children that needed more assistance to solve problems. Vygotsky was theorizing about learning and development so he studies the work of scholars such as Freud, Koffka, Lewin, Pavlov, Piaget, Stern & Thorndike which he will understand what was missing from the elements of his work (Wink & Putney, 2002, p.21). Vygotsky's theory constructs there are psychological tools, elementary and higher structures, a Zone of Proximal development, and spontaneous and scientific concepts are part of the cognitive development of a child. First, Vygotsky uses the term signs to mean a tool, which aids an individual's thinking and behavior. The most important psychological sign (tool) is speech. Internalizing social interactions is the general process which Vygotsky characterizes the development of all the “higher mental processes”, the forms of thought and attention depends on cultural signs. Speech does serve as a problem solving function. Internalizing speech can help a child solve a problem. Writing and the numbering systems are also considered signs (Crain, 1992). Second, Vygotsky's theory is that there are both developmental and environmental forces in cognitive development. Two lines of development interplay between a “natural line” and social-historical line. Structures are mental characterization that equip the individual to function in a specific way. Elementary structures are basic and not taught. While higher structure involves more complex activities that are required by possessing psychological tools. Third, a potential for learning of zone of proximity, the distance a child can learn perform beyond their current level. Vygotsky defined the zone of proximity as the distance between the actual developmental level as determined by independent problem solving under adult guidance or in collaboration with more capable peers (Vygotsky, 1935, p.86). Lastly, Vygotsky broke down learning into two concepts. One concept he called scientific concept, which included categories such as math and science as well as social studies (e.g.class conflict). Vygotsky's believes instruction for higher level of thinking abstractly is needed. The other concept he called spontaneous concepts, which are things learned outside the school setting. He referred to spontaneous concepts as everyday concepts. One process is the development of conceptual thought, which Vygotsky put into three stages. Stage one starts with unorganized thought doing things by trail and error, organizing visually, and combination of collection. The next stage is thinking in complexes, looking at concrete factual characteristics shared by family bonds. Characteristics of associate properties and sets are considered. Then in the final stage all dimensions are notices in similarities and differences of objects. Another process in Vygotsky's theory a child internalizes learning. Vygotsky emphasized the impact of culture on the child. He believed intrinsic forces were in opposition of cultural forces. Young children, Vygotsky concluded, “do not yet know their capacities and limitations” or “how to use external stimuli to help them remember things (Vygotsky, 1932b, p. 71). Lev Vygotsky scientific legacy relates to nearly all areas of schools, psychology, from mental health to education attainment. In today's educational setting, teachers are to differentiate their instructions due to facts that not all students are alike whereas these students come from various background knowledge, readiness, language, preferences in learning, interest. This is the foundational work of Lev Vygotsky and the zone of proximal development (ZPD), the range where learning takes place. The intention to differentiate instructions is to maximize each student's growth and individual successes by identifying each student where he or she is and assist them in their learning process.