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Approaches that emphasise that other people and the surrounding culture contribute greatly to children's development.

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The ability to ‘reflect upon and manipulate structural features of language’: ‘meta’ level

Initial focus on meaning, shift to focus on form (phonics) when learning to read, then back to meaning.

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Evaluation of Vygotsky's theories to education: 

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Evaluation of Vygotsky's theories to education: 

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Rogoff (1990) dismisses the idea that Vygotsky's ideas are culturally universal and instead states the concept of scaffolding - which is heavily dependent on verbal instruction - may not be equally useful in all cultures for all types of learning.

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Implementation of Methods Between Institutions and Between Subjects: 

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Implementation of Methods Between Institutions and Between Subjects: 

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Subjects such as science involve more collaborative group work compared to other subjects such as maths. The implementation of Vygotsky's methods may then be more effective for the subjects that require group work to achieve an end result that would otherwise be unavailable when completed individually.

Primary, Secondary and University level education all have different ways of implementing group work, with more emphasis placed on such work in Primary.

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Dialogic processes of teaching and learning :

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Dialogic processes of teaching and learning :

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Vygotsky believed that language guides thinking and acting.

Language is needed for the child to learn during discussions with peers.

It is key for the interpsychological stage of learning.

Learning processes, regardless of the learner's age, depend more on the coordination among all the interactions and activities take place in different spaces of the learner's lives, not just the classroom.

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Applying Vygotsky's Theory to Education: 

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Applying Vygotsky's Theory to Education: 

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Group Working: Collaborative learning is beneficial for using and developing skills

Importance of Language: Language is used differently at different times in development, so type of language used at any time is important (e.g. talking to oneself while solving problems)

Scaffolding: Scaffolding means that the teachers need not wait until the child appears to be 'ready' to learn, as the child can be supported during their development