Vygotsky's Socio-Cultural Theory In Educational Practice

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Evaluate Vygotsky’s Socio-cultural theory in educational practice. Lev Vygotsky was a famous Russian psychologist, who even though died at the age of 38, revolutionized developmental psychology and the field of educational psychology. Vygotsky’s theories were known for being ingenious as well as an inspiration to other psychologists for their subsequent research. Over the years, Vygotsky’s works were used as groundwork for various research and study in cognitive development and was proclaimed as the ‘Mozart of psychology’ by the scientist, Toulmin (Dolya, 2010). Further, Vygotsky noted the state of educational crisis that was ongoing because of the distinct division between instruction and the student’s psychological processes. He decided to find alternatives to existing practices with his theories. Despite Vygotsky’s phenomenal impact among the theoretical aspect in the developmental and educational field, the applications of the theories in real life context, especially in the educational setting deemed to be questionable. The socio-cultural theory (SCT) is well-known for its influence made on learning and teaching. Vygotsky emphasized on the crucial role of socio-cultural factors taking place around the individual in developing higher mental processes, while acknowledging the necessity of biological factors. Learning, according to the SCT, is a process centered on the understanding and application of symbols in social settings. Moreover, Lantolf (2000) argued

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