Vygotskian Concepts:

Vygotsky introduced a number of key concepts for understanding the ways in which the social world contributes to children's thinking. Four of the most important are Zone of Proximal Development (ZPD), social Scaffolding, Amplification, and Cultural Tools (including language).

ZPD: ZPD is based on the insight that when other people guide and assist learners on parts of a difficult task, the learners can often think in more advanced ways than if they had to do the whole task themselves. For any given child , the ZPD is defined as the distance between what the child can accomplish through independent problem solving and what that child can do when given substantial help.

Although two children may have identical abilities to deal with a task unaided, one may be able to do far more when helped, whereas the other may benefit from the help only slightly. Information about how well the child can do when given specific help yields a more complete picture of the child's thinking than just examining the child's unsupported problem solving (thus unsupported exams, tests, assessments etc. are all questionable in finding the learners' capability, potential, and true performance)

Social Scaffolding: In drawing attention to the ZPD, the social cultural approach focuses attention on the ways in which other people guide and support children in solving problems. One type of assistance they provide is social scaffolding, which includes helping children think about the task appropriately, modeling ways of solving problems, and giving hints that guide the child in useful directions. The idea of social scaffolding is based on an analogy to the process by which buildings are constructed. Scaffolds are metal frameworks that allow construction workers to work high above the grounded while putting up the basic structures of buildings. Once the basic structures is built, it can support the workers; this allows the scaffolding to be removed. Similarly, in social scaffolding, the activities of more competent people provide temporary framework that allows children to think in more advanced ways than they otherwise could. After working for awhile at this higher level, children can work at the level without the external support (Amplification). Parents tend to teach their children in a way that fits the scaffolding model, playing active roles when children are just beginning to learn a skill, and progressively withdrawing to the background as the children show increasing mastery.

Amplification: Amplification describes how to use the child's entire current ZPD to the fullest. It is a concept that support "age appropriateness" in a certain degree. It is opposite of acceleration or speeding up the child's development. Once the child shows an accomplishment of a concept, teachers and parents provide enough hands-on play-based learning opportunities to used the learn concept until the child is ready to move on a new high level of learning.

Cultural Tools (including language): The concept of cultural tools involves a far broader range of objects than the hammers, saws, and screwdrivers we usually think of as tools. It includes the entire range of objects and ideas that allow people to achieve their goals. Cultural tools helps children better understand the social and physical world. (for example: We tell children to be home by 6:00 or 6:15, and to be at school at 8:05 or even 8:07, but never to be at home or at school by 8:07 and 30 seconds, much less at 8:07 and 30 and 7/10 seconds. We view it is as useful to break up time to a certain level of precision, but not ordinarily beyond that. Countless such experiences shape the way in which children think about even concepts as basic as time) The social world influences cognitive development not just through direct interactions with other people and by providing cultural tools, but by enabling children to participate in activities that are valued within the culture. Different culture provide different learning activities, but in all cultures, children learn a wide range of values and skills through participation in activities that reflect the values of their respective societies.

(Based on Siegler, 1997, Chapter 1).