Lev Vygotsky

1. Lev Vygotsky By Ryan N. Boylan

2. Background • Born Lev SemenovichVygotsky in 1898 in Orsha, Belorussia • 1913-1917 – spends time in Moscow at Moscow University studying medicine, law and humanities. • Enrolled at Shaniavsky University at same time and majored in history and philosophy. • 1918-1924 - Spent time in Gomel where he really focused his thinking on psychology. • 1924 – He presents at the Second Psychoneurological Congress in Leningrad. He convinced Alexander Luria of his viewpoint. • 1934 – Vygotsky’s death from tuberculosis.

3. Vygotsky’s Life Work As Alex Kozulin states in the introduction to his version of Vygotsky’sThought and Language, the hallmark of Vygotsky’s work was “the preoccupation with specifically human functions, in oppostion to merely natural or biological ones.” (Vygotsky, p. xv) To this end, Vygotsky stated “‘The mechanism of social behavior and the mechanism of consciousness are the same…We are aware of ourselves for we are aware of others.’” (Vygotsky, p. xxiv)

4. Major Influence on Vygotsky • Pierre Janet (French psychiatrist) – interpersonal relations “‘Each function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people, and then inside the child.’” (Vygotsky, 1986, p. xxvi)

5. Vygotsky’s Model for Development Interpersonal (Egocentric Speech) Intrapersonal (speech with others) (inner speech)

6. 3 Phases of Egocentric Speech • For Vygotsky, egocentric speech is important in external regulation. • 1. “”Chaotic hodgepodge” – self talk • 2. Brief comments to accompany actions • 3. Verbal planning

7. Concepts of a New Developmental Approach • Vygotsky posited that there are three concepts central to the new developmental approach: 1. Higher mental functions 2. Cultural development 3. Mastering one’s own behavioral processes He stated that “‘the structure of behavioral development …resembles the geological structure of the earth’s core. Research has established the presence of genetically differentiated layers in human behavior.’” (Vygotsky, p. xxix)

8. 3 Fundamental themes in Vygotsky’s Work • 1. Reliance on a genetic/developmental method - Understanding origins and history of mental functioning help understand the functioning itself. • 2. Higher, human, mental functioning has social origins and quasi-social nature. • 3. Higher mental functioning mediated by socio- cultural tools, or language, and signs.

9. Vygotsky’s main focus • As the title of his book indicates his focus was on the link between thought and language. His research showed that the development of thought and speech depends more on changes in relations between the two concepts, relations which continually change over time.

10. Two types of learning • Systematic –in an educational structure • Spontaneous For Vygotsky, systematic learning seemed to be more fruitful than spontaneous learning.

11. Zone of Proximal Development • Vygotsky posited the zone of proximal development, which was the intersect between where a child functions on their own and where an adult functions on their own. Child functions Zone of proximal Adult functions on own; without help development Child can’t function even (Child needs help) with help

12. References Gredler, M.E. (2009). Hiding in Plain Sight: The Stages of Mastery/Self-Regulation in Vygotsky’s Cultural- Historical Theory. Educational Psychologist, 44(1), 7. Vygotsky, L. (1986). Thought and Language. Boston: the Massachusettes Institute of Technology. Wertsch, J.V. (2001). L.S. Vygotsky’s “New” Theory of Mind. The American Scholar, 84-5