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David, L. (2014, July 23). Social Development Theory (Vygotsky). Retrieved from Learning Theories: https://www.learning-theories.com/vygotskys-social-learning-theory.html

Farr, T. (2014, May 13). Vygotsky's Theory of Cognitive Development. Retrieved from https://blog.udemy.com/vygotskys-theory-of-cognitive-development/

McLeod, S. A. (2014). Lev Vygotsky. Retrieved from www.simplypsychology.org/vygotsky.html

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The social interactions that children engage in help them to both discover and create meaning from the things they discover. Imaginative play should be encouraged to develop meaning and make sense of the world, develop thinking skills, problem solve and use language in the correct context.

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Scaffolding helps children to develop the skills they cannot yet do independently but could learn to do on their own with guidance.

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Elementary mental functions like attention, sensation, and perception occur during infancy and require guidance from a more knowledgeable other to develop into higher mental functions like memory, mental processes, strategies and tools of intellectual adaptation.

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Vygotsky believed language and thought are separate systems from the beginning of life until around age 2. The child displays 'social speech' during this development.

Around age 3, the child begins to merge language and thought to produce verbal thought or inner speech, also called 'private speech'.

Language becomes internalized before speaking around age 7. Internalization leads to higher thinking skills and is called 'silent inner speech'.

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Vygotsky does not refer to stage development and assumes cognitive development varies across cultures. Adults transmit their cultures' tools of intellectual adaptation to the child and the child's environment influences how they think and what they think about.

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*guided learning through social interactions with a more knowledgeable adult or through peer collaboration to co-construct knowledge. Learning is a reciprocal experience for the student and the teacher*

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Vygotsky was a Russian psychologist and educator

He wrote over 100 articles and books but was unknown among English Speaking educators until the 1960s when his works were translated

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Cultural values, beliefs, and  traditions

Social interaction with parents, siblings, peers, and teachers

Language and communication skills