Vygotsky’s Theory of Cognitive Development - Simply Psychology
网页2024年8月9日 · Vygotsky’s theory emphasizes individuals’ active role in their cognitive development, highlighting the interplay between innate abilities, social interaction, and cultural tools. Vygotsky posited that people aren’t passive recipients of knowledge but actively interact with their environment.
Lev Vygotsky - Wikipedia
网页Lev Semyonovich Vygotsky (Russian: Лев Семёнович Выготский, [vɨˈɡotskʲɪj]; Belarusian: Леў Сямёнавіч Выгоцкі; November 17 [O.S. November 5] 1896 – June 11, 1934) was a Russian and Soviet psychologist, best known for his work on psychological development in children and creating the framework known ...
Lev Vygotsky’s Life and Theories - Verywell Mind
网页2023年2月22日 · Lev Vygotsky was a seminal thinker who had a major influence on psychology and education. Learn more about Vygotsky's life, theories, and psychology contributions.
Sociocultural Theory: Understanding Vygotsky's Theory
网页2024年7月12日 · Sociocultural theory grew from the work of psychologist Lev Vygotsky, who believed that parents, caregivers, peers, and the culture at large are responsible for developing higher-order functions. According to Vygotsky, learning is based on interacting with other people.
L. S. Vygotsky | Cognitive Theory, Developmental Psychology ...
网页2024年8月9日 · L. S. Vygotsky (born Nov. 5, 1896, Orsha, Russia—died June 11, 1934, Moscow) was a Soviet psychologist. He studied linguistics and philosophy at the University of Moscow before becoming involved in psychological research.
Lev Vygotsky – Sociocultural Theory of Cognitive Development
网页2020年7月7日 · Lev Vygotsky (1896-1934) was a Russian teacher who is considered a pioneer in learning in social contexts. As a psychologist, he was also the first to examine how our social interactions influence our cognitive growth.
(Re)Introducing Vygotsky’s Thought: From Historical Overview ...
网页2019年8月7日 · Vygotsky believed that the age of two is a critical and crucial point in a child’s development. Since at that stage, thought and speech begin to intertwine. Vygotsky observed that this stage is characterized by the rapid increase in the communicative vocabulary of the child.