Cognitive Learnig Theory according to Vygotsky

Vygotsky's social development theory asserts that a child's cognitive development and learning ability can be guided and mediated by their social interactions. His theory (also called Vygotsky's Sociocultural theory) states that learning is a crucially social process as opposed to an independent journey of discovery. He expands on this by stating that a child's learning benefitted greatly from being guided by a more knowledgeable member of the community - such as a parent or teacher.

Whereas Piaget believed that cognitive development happened in universal stages, Vygotsky believed that cognitive development varied across cultures and that language plays an important role in shaping thought.

Vygotsky's Concept of More Knowledgeable Other (MKO)

Vygotsky's theory places importance on guiding children's learning through their interaction with a more knowledgeable other (MKO). The more knowledgeable other could be anyone with a greater understanding of the task or concept that the child is trying to complete or learn.

This theory is not limited to academic or educational learning, it can also be applied to recreational learning such as playing games or using technology. In these circumstances, a peer or older child is more likely to be the more knowledgeable other.

Some examples of cognitive learning in the classroom:

1) Encouraging students to figure out answers for themselves rather than telling them

2) Asking students to reflect on their answers and explain how they came to their conclusions

3) Helping students find solutions to their problems

4) Encouraging discussions in the classroom

5) Helping students identify patterns in their learning

6) Helping students recognize their own mistakes

7) Using visual aids to reinforce new knowledge

8) Utilizing instructional scaffolding techniques (scaffolding is a teaching technique that supports student-centred learning)

Implications of Cognitive Theory in the classroom

Cognitive learning is a teaching approach that encourages students to be active and engaged in the learning process. Cognitive learning moves away from memorization or repetition and focuses on developing a proper understanding. A teacher may follow the cognitive approach by choosing a topic or subject that their students are familiar with and expanding upon it, adding new information and asking the students to discuss and reflect upon it along the way. Alternatively, when introducing a brand-new topic, the teacher should encourage students to draw upon relatable background knowledge. This method helps students to assimilate and build upon their schemas. After introducing new ideas, the teacher should facilitate reinforcement activities, such as quizzes, memory games, and group reflections.