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1.5.2: Vygotsky

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    Development is Determined By Environmental Factors

    Piaget set the tone for much of current-day research but his theory has also received a great deal of criticism. Many believe that Piaget ignored the huge influence that society and culture have in shaping a child’s development. At a similar time, another researcher named Lev Vygotsky (1896–1934) had come to similar conclusions as Piaget about children’s development, in thinking that children learned about the world through physical interaction with it. However, where Piaget felt that children moved naturally through different stages of development, based on biological predispositions and their own individual interactions with the world, Vygotsky claimed that adult or peer intervention was a much more important part of the developmental process.

    Vygotsky concentrated more on the child’s immediate social and cultural environment and his or her interactions with adults and peers. He argued that development occurred first through children’s immediate social interactions, and then moved to the individual level as they began to internalize their learning. While Piaget saw the child as actively discovering the world through individual interactions with it, Vygotsky saw the child as more of an apprentice, learning through a social environment of others who had more experience and were sensitive to the child’s needs and abilities. 4

    Figure \(\PageIndex{1}\): An adult playing Legos with a child. (Image by Tabeajaichhalt on Pixabay)

    References and Attributions

    4. Children’s Development by Ana R. Leon is licensed under CC BY 4.0

    1.5.2: Vygotsky is shared under a CC BY license and was authored, remixed, and/or curated by Paris, Ricardo, Raymond, & Johnson.

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