The topic of cognitive development is one that has been debated for many years and continues to be a topic of discussion in the present time. It has been proven that humans cannot develop optimally in isolation, we are said to be social beings designed to increase in our capabilities through interacting with our environment and the people present in in it (Vygotsky, 1978). Hence this essay aims to explain why Vygotsky’s theory is relevant in culture- rich South Africa.
Lev Vygotsky’s Social Development theory extensively emphasises the need for social interaction in order for mental functions to develop (Duncan, de la Ray, Swartz &Townsend., 2011). His theory further shifts attention to how the concept of how culture is passed down generations …show more content…
Vygotsky (1978) views the Zone of Proximal Development as a sensitive area where the most assistance and guidance should be given - allowing the child to develop skills they will eventually be able to use by themselves- while simultaneously developing their higher mental capabilities. Within the ZPD concept there are three levels: the Upper Boundary consists of problem-solving tasks that the child is unable to complete even with assistance from a More Knowledgeable Other; the Zone of proximal Development includes the level of problem-solving that the child is able complete with the assistance of a More Knowledgeable Other; and lastly the Lower Boundary is basically the level of problem-solving that the child is capable of doing unaccompanied (Duncan, de la Ray, Swartz &Townsend., …show more content…
As the individual attends school they are challenged with tasks, indirectly testing their cognitive abilities, assisting the transition from functioning at lower levels to higher levels, these include activities such as memorizing and mastering attention (Vygotsky 1997; Duncan, de la Ray, Swartz &Townsend., 2011). Depending on the culture in which the child is raised, will they develop the necessary cultural tools in order to optimally function as members of society. For example, in a preliterate society tying knots on a rope was a method of remembering to do something each knot is equivalent to an individual meaning (Valsiner,
Lev Vygotsky’s Social Development theory extensively emphasises the need for social interaction in order for mental functions to develop (Duncan, de la Ray, Swartz &Townsend., 2011). His theory further shifts attention to how the concept of how culture is passed down generations …show more content…
Vygotsky (1978) views the Zone of Proximal Development as a sensitive area where the most assistance and guidance should be given - allowing the child to develop skills they will eventually be able to use by themselves- while simultaneously developing their higher mental capabilities. Within the ZPD concept there are three levels: the Upper Boundary consists of problem-solving tasks that the child is unable to complete even with assistance from a More Knowledgeable Other; the Zone of proximal Development includes the level of problem-solving that the child is able complete with the assistance of a More Knowledgeable Other; and lastly the Lower Boundary is basically the level of problem-solving that the child is capable of doing unaccompanied (Duncan, de la Ray, Swartz &Townsend., …show more content…
As the individual attends school they are challenged with tasks, indirectly testing their cognitive abilities, assisting the transition from functioning at lower levels to higher levels, these include activities such as memorizing and mastering attention (Vygotsky 1997; Duncan, de la Ray, Swartz &Townsend., 2011). Depending on the culture in which the child is raised, will they develop the necessary cultural tools in order to optimally function as members of society. For example, in a preliterate society tying knots on a rope was a method of remembering to do something each knot is equivalent to an individual meaning (Valsiner,