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Mind In Society Vygotsky Summary

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Introduction “Learning is not development; however, properly organized learning results in mental development and sets in motion a variety of developmental processes that would be impossible part from learning. Thus, learning is a necessary and universal aspect of the process of developing culturally organized, specifically human, psychological functions” (Vygotsky, 1978, p. 90). The Russian psychologist of the early twentieth century, Lev Vygotsky, laid down the foundation for an entire school of thought to later be known as the socio-cultural perspective on human development. Vygotsky differentiated himself from other psychologists of the time by placing an emphasis on societies influence on development and the processes by which development …show more content…

Specifically, Vygotsky and post-Vygotskyan scholars have since adapted and increased the knowledge surrounding the practices of special needs education, and are currently working towards the type of education that Vygotsky …show more content…

According to Vygotsky, the basis for learning lies within social interaction and communication. It is when a child is able to communicate, either verbally or non-verbally, that they understand the world around them through copying and internalizing new concepts. An example of this is what Vygotsky called cooperative or collaborative dialogue, when a “more knowledgeable other” assists the learner with a task. Although it sounds like a relatively basic idea, other psychologists at the time, notably Piaget, placed the source of learning within the person and not related to the people around them. As Orlando Lourenco illustrated in the article “Piaget and Vygotsky: Many resemblances, and a crucial difference,” the key difference between the two leading psychologists of the early twentieth century was the importance of the surroundings of the child. Piaget believed that children are born with the innate skills to acquire language; whereas, Vygotsky supported the belief that it was the community that teaches a child language (Lourenço,

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