Sociocultural Theory: Understanding Vygotsky’s Theory

Sociocultural theory is a psychological framework introduced by Russian psychologist Lev Vygotsky that explains how social interaction and cultural factors shape learning and development. This theory suggests that cognitive growth is influenced by interacting with more knowledgeable others, such as peers, parents, teachers, and others. Sociocultural theory has become increasingly prominent since the 1990s and is often applied in education, language learning, and child development.

How Sociocultural Theory Works

Psychologist Lev Vygotsky believed that parents, caregivers, peers, and the culture at large are responsible for developing the brain’s higher-order functions. According to Vygotsky, human development relies on social interaction and, therefore, can differ among cultures.

Sociocultural theory stresses the role that social interaction plays in psychological development. It suggests that human learning is largely a social process, and that our cognitive functions are formed based on our interactions with those around us who are “more skilled.”

According to the sociocultural perspective, our psychological growth is guided, in part, by people in our lives who are in mentor-type roles, such as teachers and parents. Other times, we develop our values and beliefs through our interactions within social groups or by participating in cultural events.

History of Sociocultural Theory

Sociocultural theory grew from the work of psychologist Lev Vygotsky, who believed that parents, caregivers, peers, and the culture at large are responsible for developing higher-order functions. According to Vygotsky, learning is based on interacting with other people. Once this has occurred, the information is then integrated on the individual level.

Vygotsky contended that children are born with basic biological constraints on their minds. Each culture, however, provides “tools of intellectual adaptation.” These tools allow children to use their abilities in a way that is adaptive to the culture in which they live.

For example, one culture might emphasize memory strategies such as note-taking. Another might use tools like reminders or rote memorization (a technique that uses repetition). These nuances influence how a child learns, providing the “tools” that are appropriate to their culture.

Although Vygotsky’s sociocultural theory only gained credence after his death, research has helped validate the role that those around us play in shaping how we develop as individuals.

Even though not everyone agrees as to the specifics of this development, as outlined in Piaget vs. Vygotsky, the sociocultural perspective does contribute to this understanding. It has also influenced other modern theories of human development, such as those that relate to cognitive growth and education.

What the Zone of Proximal Development Means

An important concept in sociocultural theory is the zone of proximal development. According to Vygotsky, this is the distance between what a learner can do on their own and what they are capable of doing under the guidance of an adult or more experienced peers.

As children are allowed to stretch their skills and knowledge, often by observing someone who is slightly more advanced than they are, they are able to progressively extend this zone.

How does this idea translate into real-world learning? Fortunately, experts and researchers suggest that learning under the guidance of more knowledgeable others can be beneficial. For example, research suggests that learning in the zone of proximal development can help increase skills and knowledge.

Other research has shown that teaching students in their zone of proximal development can be particularly important if they work in challenging environments and perform complex tasks. 

How Sociocultural Theory Differs from Piaget’s Theory

Jean Piaget was a psychologist and genetic epistemologist known for his theory of cognitive development, which outlines the four stages in which children learn. Since they are both theories of learning, Vygotsky’s theory is often compared to Piaget’s.

Notable differences between the two theories:

• Role of social interaction: While Piaget’s theory stressed that a child’s interactions and explorations impact development, Vygotsky asserted the essential role that social interactions play.
• Universality: Piaget’s theory suggests that development is largely universal, while Vygotsky asserts that it can differ between cultures. The course of development in European culture, for example, might be different from that in Asian culture. Because cultures can vary so dramatically, Vygotsky’s sociocultural theory suggests that the course and content of intellectual development are not as universal as Piaget believed.
• Focus: Sociocultural theory explains learning as a social practice, while cognitive theory considers learning on a more individual level. With cognitive theory, learning is dependent on a person’s mental processes. Thus, it is more focused on how the human mind works than on the impact that society plays in development.

Applying Sociocultural Theory

Sociocultural theory has gained popularity within certain settings and not just among researchers and theorists. Here’s how this theory can be implemented in the real world in ways that can benefit learners.

In the Classroom

Understanding the zone of proximal development can be helpful for teachers. In classroom settings, teachers may first assess students to determine their current skill level. Educators can then offer instruction that stretches the limits of each child’s capabilities.

Teachers can help promote this expansion by:

• Planning and organizing classroom instruction and lessons. For example, the teacher might organize the class into groups where less-skilled children are paired with students who have a higher skill level. 
• Using hints, prompts, and direct instruction to help kids improve their ability levels.
• Scaffolding, where the teacher provides specific prompts to move the child progressively forward toward a goal.

In Socialization and Play

Vygotsky’s theory also stressed the importance of play in learning. Vygotsky believed that children can further stretch their conceptual abilities and knowledge of the world through playing and imagining. 

In play, the child is always above his average age, above his daily behavior; play contains all developmental tendencies in a condensed form.

—
LEV VYGOTSKY, FROM “PLAY AND ITS ROLE IN THE MENTAL DEVELOPMENT OF THE CHILD”

Teachers and parents can use this concept by providing children with plenty of opportunities for play experiences. Types of play that can foster learning include imaginary play, role-playing, games, and reenactments of real events. Such activities help promote the growth of abstract thought.