Correct Answer - Option 2 : Vygotsky
Vygotsky, a Russian psychologist, has argued that culture provides a social context in which people live, grow, and understand the world around them. This is an understanding which the socio-cultural perspective argues-
- Vygotsky writes, every function in a child’s cultural development appears twice: first, on the social level and then inside the child.
- Vygotsky believed that cultures, like individuals, have a life of their own; they grow and change, and in the process specify what will be the end-product of successful intellectual development.
- His works say that people live and are located in a culture. They develop from childhood to adulthood in that culture.
- They perform all activities and think within the framework of their socio-cultural environment.
- He understood learning and development as processes that happen during interactions of a child with adults and peers.
- Therefore, their developmental processes can be only understood by studying children’s (or people’s) interactions with their culture.
Thus it is clear that Vygotsky believed that cognitive development occurs in a sociocultural context and evolves out of the child's social interaction.
Some central-concepts of Vygotsky's theory is-
| More Knowledgeable Others (MKO) |
He defined intelligence as “the capacity to learn from instruction”. According to him, these are those people, who are more knowledgeable and have better expertise in a particular domain. These MKO can help in improving the skill of the children. |
| Zone of Proximal Development (ZPD) |
ZPD is the difference between the present level of development attained without anyone’s assistance and potential level of development which can be attained under the guidance of MKO |
| Scaffolding |
Vygotsky used this term to describe social and instructional support provided by MKO to students to learn new concepts and skills. Once the skill is learned by the student, the instructional support is withdrawn. |
