Vygotsky's Learning Theory

In 1927 Lev Vygotsky propsed that cognitive learning happened within a social environment where the learners construct their own understandings, this was known as 'social constructivism' (Smith, 2007). Vygotsky connected the roles of culture, social interactions and formal teaching together with the cognitive learning phase, through social constructivism. With this taken into consideration, Vygotsky is introducing cognitive learning through the interaction with family, friends and elders that are more intellectually advanced (Snowman, 2009).

Vygotsky believed that the most important things a culture passes on to the descendants are called psychological tools (Snowman, 2009). The pyschological tools are the cognitive devices and procedures with which we communicate and explore the world and the people around us. They both change our mental functioning (Snowman, 2009). Some common pyschological tools that change our mental functioning are speech, writing, rules and number, just to name a few. For example, children from an aboriginal background were told stories through pictures on the cave walls, or by stories told by their elders. This stories were not just of entertainment needs, but told lessons or experience of life. These experiences of life were passed down from ancestor to ancestor and from generation to generation, therefore causing the children to learn through social constructivism.

The first and major pyscholigical tool that is introduced to a child's culture is through social interactions with their parents and later through interactions with classroom teachers (Snowman, 2009). With interaction from parents, grandmothers and teachers, children learn theh way of life. They learn through past experiences of their elders through a social environment. Learning through social environments are not just found by interaction with parents and teachers, but through play in the school environment.

Make-believe play or 'role-play' develops the cognitive development of children. By exploring through role-play, children gain use of their imagination with each other. From using imagination with role-play, the children can use one object as many (for example, a broom can be a witch's flying broom, a sword, a horse etc). This allows the children to move from a position of other-regulated to self-regulated thinking (Snowman, 2009). Again this links back to the development of cognitive learning through social constructivism. As Vygotsky so elegantly put it: 'through others we become ourselves' (Snowman, 2009, p. 43).

Reference

Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Barlett, B., & Biehler, R. (2009). Psychology applied to teaching. ed. 1. John Wiley and Sons Australia. Milton. QLD.

Smith, R., Lynch, D., & Knight, B. (2007). Learning management: transitioning teachers for national and international change. Pearson Education Australia. Frenchs Forest. NSW.