Activity 3.3 (Vygotsky's Social Constructivism)

              The main focus or theme of Vygotsky’s theory of cognitive development has to do with the importance of social, cultural, and historical influence on learning. He believed that learning was contingent upon the assistance of others as well as the important role that language plays within that process. While discussing his concept of the zone of proximal development (zpd) in chapter 6 of his book Mind in society: The development of higher psychological processes, he states that “learning should be matched in some manner with the child’s developmental level” (p. 85). Once this level of actual development is identified instruction can then take place to assist the individual with reaching his or her own potential level.

                I found a similar indication of this same premise when James talks about the acquisition of ideas. He believed that a certain order of nativity or instinct is followed when acquiring new conceptions (p. 72). There is an inborn or innate tendency to assimilate things at certain stages of life, our chronological age. He then goes on the give an excellent example of a child brought up alone at home, with no one to teach him or nothing to connect with (stimuli) except for books. This individual will feel a sense of disconnect from the world around them, which will harbor insecurities within him (p. 72). This is reinforcing the essence of Vygotsky’s theory, the importance of social influence.