2.+Sociocultural+Theory

Vygotsky's sociocultural theory is still relevant and used by parents and educators today, because both teachers and parents alike, look to help a child reach its maximum potential. Vygoysky's believes that social interaction plays a significant role in the process development. Unlike some theorists studying in this field, Vygotsky felt social learning precedes development. He stated “Every 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, 1978).

There is a strong belief that social exposure to various culturals aides the expansion of a childs knowlegde and also benefits them in terms of growth and develoment. The more cultures a child has experienced, allows the child to continue to build the amoumt of life experience he/she has.  Its these life experiences that will help the child to form their perceptions of the world. Vygotsky's theory suggests that there are three ways in which learning is passed along to an individual; 
 * Imitative learning, this is where the child mimics the actions of another person.
 * Instructed learning, this is where the child remembers, and adheres to the directions recieved from a parent or teacher.
 * Collaborative learning, this is when a peer group comes together to learn or achieve a goal.

Very young children often speak aloud to themselves as they are trying to understand a situation. This language known as "self talk" helps them to understand situations in their own minds. Vygotsky suggested that this "self talk" fades as time a person ages until it disappears altogether. Vygotsky's observation, in contrasr to these younger children, older children and adults can think things through on an internal level i.e thinking.

__The Zone of Proximal development __

Vygotsky believed we all begin learning from birth, and continue to do so right up til death. Another way that development is achieched it through what Vygotsky called "the zone of proximal development." Vygotsky described ZPD as "...the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers." (Vygotsky 1978). Normally the use of ZPD requires one of two strategies:
 * Scaffolding: Scaffolding requires that a teacher or a parent to demostrate an action by example, while in a safe, learning environment a child can take things step by step, allowing increased knowledge and greater development. (See theory of play)


 * Reciprocal Teaching: A method of teaching that involves both student and teacher almost having a conversation about a topic. By taking turns leading discussions, after time students are capable of taking a leadership role, therefore increasing knowledge and development

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Vygotsky's Theory in Practice
__What to do __

Vygotsky focused on the connections between people and the sociocultural context in which they act and interact in shared experiences (Crawford, 1996), with this in mind, if a parent wants allow a child to reach the hightest level of development, the child much be introduced to different situations and scenarios, that will result in them increasing their knowledge of the world, and experience new ideas and concepts. Guiding children to look for answers by imitating what they see in others, listening to instruction and working as part of a group all provide opportunities for them to develop themselves and their current base of knowledge.

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