Vygotsky and Schooling: Creating a Social Context for Learning

Abstract Vygotsky's sociohistorical approach to cognitive development provides the underpinning for social constructivism. This article reviews theories and research in the social basis of cognitive development, and explores implications for schooling and teacher education. The work of Vygotsky is characterized by three themes: (1) the best way to understand mind is to look at how it changes; (2) higher mental functions have their origins in social activity; and (3) higher mental functions are mediated by tools and signs. Cognitive change can occur in the zone of proximal development given a shared purpose and focus, but the social environment of schools is often counterproductive. Promising directions and research programs are described which promote an interactive construction of knowledge within school classrooms. The role of teacher education is outlined in clarifying a vision of a social environment supportive to learning.

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