Application of Vygotsky’s Social Development Theory

Abstract

This paper evaluates the application of Vygotsky’s Social Development Theory which states that children gain knowledge, at least complex thought, from social interactions with adults and wiser children. It also completes Vygotsky’s theory. It is necessary to review this theory at this point in time to help continue to fulfil the needs of adaptive learning for parents and educators. The significance is that even after decades of existence and study, Vygotsky’s theory remains an important review in the areas of social development especially in youths. An application of this theory will allow for more effective classroom management, an increased focus on social learning abilities, and will give educators a method of process review in the area of social development. In examination of this theory, classroom management, assessment, lesson preparation, and potential discipline techniques will be discussed. In this, cognitive development theories are principles that focus on a child’s activities toward their environment and the process of thought, reason, and memory that result (Huitt & Hummel, 2003). This theory is especially important to pre-secondary and secondary educators. If an educator attempts to teach at a level that is beneath the students’ attainment level, per the theory, they will become bored and less motivated. The other side of the spectrum is a classroom that challenges the students above their level of capability which can also have adverse effects.

Keywords: Vygotsky’s Theory, Developmental Education, Classroom Management, Developmental Cognition

DOI: 10.7176/JEP/10-35-01

Publication date: December 31^st 2019