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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 as cultural-historical activity theory.
It is the range where the learner is able to perform, but only with support from a teacher or a peer with more knowledge or expertise. This person is known as the "more knowledgable other." [1] The concept was introduced, but not fully developed, by psychologist Lev Vygotsky (1896–1934) during the last three years of his life. [2]
Cultural-historical activity theory (CHAT) is a theoretical framework [1] to conceptualize and analyse the relationship between cognition (what people think and feel) and activity (what people do). [2] [3] [4] The theory was founded by L. S. Vygotsky [5] and Aleksei N. Leontiev, who were part of the cultural-historical school of Russian ...
The Scandinavian AT school of thought seeks to integrate and develop concepts from Vygotsky's Cultural-historical psychology and Leont'ev's activity theory with Western intellectual developments such as Cognitive Science, American Pragmatism, Constructivism, and Actor-Network Theory. It is known as Scandinavian activity theory.
Lev Vygotsky is best known for his theory in cognitive development known as social development theory. Vygotsky was developing his theories of cognitive development around the same time that Jean Piaget was developing his theories. Vygotsky believed that social interaction plays a critical role in cognitive development.
Lev Vygotsky (1896-1934) Cultural-historical psychology is a branch of psychological theory and practice associated with Lev Vygotsky and Alexander Luria and their Circle, who initiated it in the mid-1920s–1930s. [1]
Vygotsky, a psychologist and social constructivist, laid the foundation for the interactionists view of language acquisition.According to Vygotsky, social interaction plays an important role in the learning process and proposed the zone of proximal development (ZPD) where learners construct the new language through socially mediated interaction.
The ideas on the zone of development were later developed in a number of psychological and educational theories and practices. Most notably, they were developed under the banner of dynamic assessment that focuses on the testing of learning and developmental potential [8] [9] [10] (for instance, in the work of H. Carl Haywood and Reuven Feuerstein).