Lev Vygotsky's Influence On Psychology

Lev Vygotsky is known to be Mozart of Psychology. He was born in Orsha on November 17, 1896 and as he got older, he attended college at Moscow State University. The article What Was Lev Vygotsky 's Influence on Psychology? mentions that in 1917, Vygotsky had graduated with a degree in law an he also had studied a variety of topics while in university such as sociology, linguistics, psychology, and philosophy. Though, Vygotsky’s real work in psychology didn’t begin until 1924 when he had attended the Institute of Psychology in Moscow. Vygotsky was a creative writer and had published six books on psychology topics. His attentions were centered on matters of child development and education as well as, exploring psychology of art and language development.

Through these interactions adults transmit their society’s values and skills to the next generation. Vygotsky explores the idea that the cultural development of a child is first social level then on the individual or personal level. Vygotsky also believed that complex mental processes begin as social activities through play language functions as crucial roles in promoting cognitive development. When children include the ways that adults talk and begin to interpret the world into their own ways of thinking rather than mirroring the world around them. Vygotsky talks about scaffolding, scaffolding is the role of the teacher in a learner’s development that provides and supports structures to get to the next stage or level. It is used only when needed, provides support and allows the learner to accomplish tasks that are nearly

The four stages are: sensorimotor, preoperational, concrete and formal operations. According to the article Age Differences in Children, the sensorimotor stage starts at birth to two years, it is where the child builds a set of concepts about reality and how it works through physical interaction with their environment. Basically, the child does not know that physical items stay in its presence even though; the item is out of sight. The next stage is preoperational stage starts at age two to seven. In this stage the child is not able to think hypothetically and needs concrete physical situations. Which leads to the third stage is concrete operations starts at age seven to eleven. Where the physical involvement stores; the child starts to theorize which leads to creating a logical structure that explains the child’s physical capabilities such as problem solving. For instance, math equations, we use numbers in order to solve a math equation. The final stage is Formal Operations starts at the beginning age of eleven to fifteen. By this point, the child 's cognitive growth is like those of an adult and includes conceptual