Lev Vygotsky’s Social Constructivist and Sociocultural Theory of Learning B.Ed Notes

Social Constructivism Theory

According to Vygotsky’s social constructivism theory, cognitive abilities are gained through social guidance and construction. The development and formation of abilities like memory, learning, problem-solving, and attention take place through the role of culture as a mediator. His approach to child development can be considered a social constructivist form.

He believes that social interactions produce cognitive functions. Vygotsky’s social constructivism focuses on child-centered learning in the classroom. This theory believes that cognitive functions are facilitated by social interactions due to which learners need to engage in the same. Vygotsky’s social constructivism theory enables learners to gain problem-solving, inquiry, self-determination, and critical thinking skills. It also focuses on learning by discovery and exploration.

Sociocultural Theory

Theorists such as Bourdieu and Scott argue that culture is the result of social structure and not something that can be separated. The concept of cultural capital is an important part of Bourdieu’s theory. Bourdieu defines cultural capital as:

“the capacity to make judgments about the artistic, literary and scientific value of artworks, books, films, plays, and songs, as well as the capacity to appreciate certain forms of music, dance or theatre”.

The possession of cultural capital allows individuals to participate more fully in the symbolic order according to him. Cultural capital is not only a means to an end, but it is also an end in itself. It is also a form of social distinction. Bourdieu theorizes that cultural capital is distributed differently in society. The holders of cultural capital are able to make better decisions about art, literature, and science than other people in society. They’re more likely to be able to afford the services and products associated with high culture.

Scott is concerned about the cultural dimensions of social structure and how this impacts on the distribution of power within societies. The social structure is considered to be a set of historically constituted practices and beliefs that reproduce themselves through time, and which in turn shape the development of society. The role of culture in the construction of individual identity is taken into account in their theories.

How can the teacher use the theory of constructivism and social constructivism in the classroom?

He suggests that children’s social constructivism theory can be nurtured in the following manner:

Learning Should be Child-Centered

Vygotsky’s cognitive development focuses on child-centered learning in the classroom.

Learners Should Be Active

In the classroom application of Vygotsky’s cognitive theory, learners play an active role instead of a passive one.

Social interactions are important

Vygotsky’s theory believes that cognitive functions are facilitated by social interactions due to which learners need to engage in the same.

Learning by discovery should be present

Vygotsky’s cognitive development theory also focuses on learning by discovery and exploration.

The Focus should be on knowledge improvement

Vygotsky’s cognitive development theory enables learners to gain skills such as problem-solving, inquiry, self-determination, and critical thinking.

Challenging tasks must be included

Vygotsky’s theory also believes in the provision of challenging group tasks that are cooperative and collaborative.

The Development of Learners must be fostered

Teachers must focus on all the round development of learners. Instructional methods should be such that it is comprehensible to learners and fosters their growth and development.

Educational Implications of Vygotsky’s Cognitive Development Theory

The educational implications of Vygotsky’s cognitive development theory are as follows:

Learning is Child-Centered

Vygotsky’s cognitive development focuses on child-centered learning in the classroom.

Learners are active

In the classroom application of Vygotsky’s cognitive theory, learners play an active role instead of a passive one.

Social interactions are important

Vygotsky’s theory believes that cognitive functions are facilitated by social interactions due to which learners need to engage in the same.

Learning by discovery

Vygotsky’s cognitive development theory also focuses on learning by discovery and exploration.

Focuses on knowledge improvement

Vygotsky’s cognitive development theory enables learners to gain skills such as problem-solving, inquiry, self-determination, and critical thinking.

Challenging tasks are included

Vygotsky’s theory also believes in the provision of challenging groups tasks that are cooperative and collaborative.

Fosters The Development of Learners

Teachers must focus on all the round development of learners. Instructional methods should be such that it is comprehensible to learners and fosters their growth and development.

Vygotsky’s theory puts emphasis on social interactions for new knowledge and behavior to be learned. According to Vygotsky,

“Cognitive abilities are socially guided and constructed.”

Teachers and parents should take all the above factors into consideration and ensure that every learner gains proper cognitive development.

Levels of Learning by Vygotsky

Vygotsky’s theory of learning is that all humans learn from their social environment. Vygotsky defined three levels of learning. The first level is the level of the zone of proximal development, the second level is the level of mastery and the third level is the level of independent practice.

The Zone of Proximal Development is the first level of learning. This level is where learning occurs when there is a need to be able to do something but there are not enough skills or tools to complete it. A child can learn to ride a bicycle from someone who has mastered the skill, however, a person without any experience cannot learn how to ride a bike. Zone of Proximal Development is where we learn how to do something, or learn the basics of a skill. As children grow, they have to learn how to do more complicated tasks. The second level of learning is called mastery. This level of learning occurs when a person masters a skill. At this point, a person can teach others what they have learned and will become an expert in their field.

The third level (independent practice) is a period of time that the student spends practicing independently. In this level, the student should be able to read and understand the material and complete assignments on their own. The student should also have an understanding of the materials covered in class and be able to apply what they learned to other materials. This level is intended to be a time when the student can truly learn and master the material.

The Zone of Proximal Development (ZPD) is a term used by some in education to describe a concept developed by Lev Vygotsky in the 1920s and 1930s. The idea is that learning occurs when students are given tasks that they find challenging but are capable of performing. These tasks are designed to stimulate their interest and motivation to learn, thereby stimulating their curiosity and creativity. The ZPD was popularized by John Holt in his book “How Children Fail”.
Scaffolding is a technique that can be used to support the ZPD. It involves teachers working with students in small groups to provide learning experiences and scaffolds that support students as they work on their own. The teacher might provide students with prompts, such as questions or problems, and then step back to observe the students’ responses. The teacher might also encourage students to share what they have learned with others in the class.

Views About Assessment

It says that we should not be assessed at the level of knowledge. We are assessing at the level of what we can do with our knowledge. Knowledge is only the beginning of learning. The zone of proximal development (ZPD) is a concept developed by Vygotsky and others, which is an idea that learning happens in the context of real-world problem-solving. The idea is that we learn best when we are engaged in the real world.

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