Social Development Theory (Vygotsky)

Social Development Theory argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior.

              Vygotsky's belief that human development–child development as well as the development of all humankind–is the result of interactions between people and their social environment. These interactions are not limited to actual people but also involve cultural artifacts, mainly language-based (written languages, number systems, various signs, and symbols).

              Vygotsky's theory is based on the idea that learning can lead development, and development can lead learning, and this process takes place through a dynamic  interrelationship. The ZPD is the area between a learner's level of independent performance (often called developmental level) and the level of assisted performance–what the child can do with support. Independent performance is the best the learner can do without help, and assisted performance is the maximum the learner can achieve with help. By observing assisted performance one can investigate a learner's potential for current highest level of functioning. ZPD reveals the learner's potential and is realized in interactions with knowledgeable others or in other supportive contexts (such as make-believe play for preschool children). By providing assistance to learners within their ZPD we are supporting their growth.

Vygotsky’s theory is one of the foundations of constructivism. It asserts three major themes:

Major themes:

1. Social interaction plays a fundamental role in the process of cognitive development. In contrast to Jean Piaget’s understanding of child development (in which development necessarily precedes learning), Vygotsky felt social learning precedes development. He states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).” (Vygotsky, 1978).
2. The More Knowledgeable Other (MKO). The MKO refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO could also be peers, a younger person, or even computers.

The more knowledgeable other (MKO) is somewhat self-explanatory; it refers to someone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept.  Although the implication is that the MKO is a teacher or an older adult, this is not necessarily the case.  Many times, a child's peers or an adult's children may be the individuals with more knowledge or experience. (For example, who is more likely to know more about the newest teen-age music groups, how to win at the most recent Playstation game, or how to correctly perform the newest dance craze - a child or their parents?)

In fact, the MKO need not be a person at all. Some companies, to support employees in their learning process, are now using electronic performance support systems.  Electronic tutors have also been used in educational settings to facilitate and guide students through the learning process.  The key to MKOs is that they must have (or be programmed with) more knowledge about the topic being learned than the learner does.

3. The Zone of Proximal Development (ZPD). The ZPD is the distance between a student’s ability to perform a task under adult guidance and/or with peer collaboration and the student’s ability solving the problem independently. According to Vygotsky, learning occurred in this zone.

This is an important concept that relates to the difference between what a child can achieve independently and what a child can achieve with guidance and encouragement from a skilled partner.

Vygotsky (1978) sees the Zone of Proximal Development as the area where the most sensitive instruction or guidance should be given - allowing the child to develop skills they will then use on their own - developing higher mental functions.

Vygotsky also views interaction with peers as an effective way of developing skills and strategies.  He suggests that teachers use cooperative learning exercises where less competent children develop with help from more skilful peers - within the zone of proximal development.

Vygotsky focused on the connections between people and the sociocultural context in which they act and interact in shared experiences (Crawford, 1996). According to Vygotsky, humans use tools that develop from a culture, such as speech and writing, to mediate their social environments. Initially children develop these tools to serve solely as social functions, ways to communicate needs. Vygotsky believed that the internalization of these tools led to higher thinking skills.