Vygotsky’s Stage Theory of Cognitive Development
The major theme of Vygotsky's theory is that social interaction plays a fundamental role in the development of cognition (i.e. thinking). Vygotsky (1978) states: "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals." (p57).
A second aspect of Vygotsky's theory is the idea that the potential for cognitive development depends upon the "zone of proximal development" (ZPD): a level of development attained when children engage in social behavior. The range of skills that can be developed with adult guidance or peer collaboration exceeds what can be attained alone.
Vygotsky's theory was an attempt to explain consciousness as the end product of socialization. For example, in the learning of language, our first utterances with peers or adults are for the purpose of communication but once mastered they become internalized and allow "inner speech".
Vygotsky's theory is a general theory of cognitive development. An example is that of pointing a finger. Initially, this behavior begins as a meaningless grasping motion; however, as people react to the gesture, it becomes a movement that has meaning. The pointing gesture comes to represents an interpersonal connection between individuals.
Core Principles:
1. Cognitive development is limited to a certain range at any given age, i.e. it is sequential at various ages/maturity.
2. Full cognitive development requires social interaction.