What Is Sociocultural Theory

What Is Sociocultural Theory Theories Developmental Psychology Print Sociocultural Theory of Cognitive Development By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Reviewed by Reviewed by Amy Morin, LCSW on July 01, 2019 facebook twitter instagram Amy Morin, LCSW, is a psychotherapist, author of the bestselling book 13 Things Mentally Strong People Dont Do, and a highly sought-after speaker. Learn about our Wellness Board Amy Morin, LCSW Updated on November 26, 2019 More in Theories Developmental Psychology Behavioral Psychology Cognitive Psychology Personality Psychology Social Psychology Biological Psychology Psychosocial Psychology Sociocultural theory is an emerging theory in psychology that looks at the important contributions that society makes to individual development. This theory stresses the interaction between developing people and the culture in which they live. Sociocultural theory also suggests that human learning is largely a social process. Illustration by Brianna Gilmartin, Verywell An Introduction to Sociocultural Theory Sociocultural theory grew from the work of seminal psychologist Lev Vygotsky, who believed that parents, caregivers, peers, and the culture at large were responsible for developing higher-order functions. According to Vygotsky, learning has its basis in interacting with other people. Once this has occurred, the information is then integrated on the individual level: Vygotsky was a contemporary of other great thinkers such as Freud, Skinner, and Piaget, but his early death at age 37 and the suppression of his work in Stalinist Russia left him in relative obscurity until fairly recently. As his work became more widely published, his ideas have grown increasingly influential in areas including child development, cognitive psychology, and education. Sociocultural theory focuses not only how adults and peers influence individual learning, but also on how cultural beliefs and attitudes impact how instruction and learning take place. According to Vygotsky, children are born with basic biological constraints on their minds. Each culture, however, provides what he referred to as tools of intellectual adaptation. These tools allow children to use their basic mental abilities in a way that is adaptive to the culture in which they live. For example, while one culture might emphasize memory strategies such as note-taking, other cultures might utilize tools like reminders or rote memorization. Piaget vs. Vygotsky: Key Differences So how does Vygotskys sociocultural theory differ from Piagets theory of cognitive development? First, Vygotsky placed a greater emphasis on how social factors influence development. While Piagets theory stressed how a childs interactions and explorations influenced development, Vygotsky stressed the essential role that social interactions play in cognitive development.??? Another important difference between the two theories was that while Piagets theory suggests that development is largely universal, Vygotsky suggested that cognitive development can differ between different cultures. The course of development in Western culture, for example, might be different than it is in Eastern culture. Piagets Four Stages of Cognitive Development The Zone of Proximal Development An important concept in sociocultural theory is known as the zone of proximal development.??? According to Vygotsky, the zone of proximal development is the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers. Essentially, it includes all of the knowledge and skills that a person cannot yet understand or perform on their own yet  but is capable of learning with guidance. As children are allowed to stretch their skills and knowledge, often by observing someone who is slightly more advanced than they are, they are able to progressively extend this zone of proximal development. Exploring the Zone of Proximal Development Observations About Social Learning Theory In his text,  Social and Personality Development, author David R. Shaffer explains that while Piaget believed that cognitive development was fairly universal, Vygotsky believed that each culture presents unique differences. Because cultures can vary so dramatically, Vygotskys sociocultural theory suggests that both the course and content of intellectual development are not as universal as Piaget believed. Practical Applications for Vygotskys Sociocultural Theory Sociocultural theory has gained popularity in recent years, particularly in educational settings. Some examples of how this theory can be put into practice in the real world: In the Classroom Understanding the levels of the zone of proximal development can be helpful for teachers.??? In classroom settings, teachers may first assess students to determine their current skill level. Once this has been ascertained, educators can then offer instruction that stretches the limits of each childs capabilities. At first, the student may need assistance from an adult or more knowledgeable peer, but eventually, their zone of proximal development will expand.   Teachers can plan their instruction and lessons. For example, the teacher might organize the class into groups where less skilled children are paired with students who have a higher skill level.  Hints, prompts, and direct instruction can be used to help kids improve their ability levels.Educators might also utilize the concept of scaffolding, where the teacher provides prompts to move the child progressively forward toward a goal. Socializing and Play Vygotskys theory also stressed the importance of play in learning.??? Teachers and parents can utilize this knowledge by providing children plenty of opportunities for play experiences. Vygotsky believed that through playing and imagining, children were able to further stretch their conceptual abilities and knowledge of the world.   Types of play that can further learn include imaginary play, role-playing, games, and reenactments of real events. Such activities help foster the growth of abstract thought.