•His father is a banker and mother learned to be a teacher, but she stayed home.

•He had two daughters.

•He was a very good student in the school 

•He studied in the University of Moscow 1913. He studied medicine then switched to low.

•He died in 1934

•He made a big project in the psychology of art. 

•He worked as a psychologist due to his obsession with psychology with no official training. 

•He published six books on psychology topics

•Even though he died by the age of 37, His sociocultural theory remine until these days by his students. 

(Social Development Theory) 

1.There are skills that children can work on independently. 

2.ZPD is when the child can learn a skill by little support from the teacher or peers, and that what called Scaffolding.

3.Some skills are out of the child’s reach even with support.

•Children’s knowledge and personalities come from their surrounding environment.

•In class communication with the teacher and peers is the secret element of development.

•Scaffolding through the Zone of proximal development is what called learning

•Self regulation and problem solving accrue from children’s inner speech 

•Know each child’s abilities and interests

•Be open minded for differences among children

•Plan different sitting of activities for individual work, group work, and teacher guided activities. 

•Use every day’s experinces to represent the concept of self regulation. 

•Play cooperatively and support the learning process for their peers.

•Be independent and open to push their selves to their limits. 

•Schools that adopt Vygotsky’s approach ask parents collaborate with the school and provide info about the child’s limits and interests.

•Parents are required to interact actively with their children to enrich their development. 

•The best assessment should be done by observing in collaborative social interaction, so the child can be assess in higher level than what she already knows.

•It is considered as emergent approach in practice, and there is nothing called Vygotsky’s curriculum.

•They should know the domain of development for each age to push through the limits

•They should practice being creative and open minded to create scaffolding activities for their students because it takes a time to adjust any activity to students’ needs.