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How to Better Understand the Role of Culture
In order to understand the role of culture in cognitive development, Vygotsky suggests we must study cognitive development from four interrelated perspectives: the microgenetic, ontogenetic, phlyogenetic and sociohistorical. The microgenetic refers to development over short periods of time, minutes and second. Ontogenetic refers to changes over a lifetime, while phlyogenetic refers to changes over evolutionary periods. Sociohistorical refers to the changes that have occurred in one's culture over time, such a changes in values, norms, traditions and technologies throughout the culture's history.
Biological Beginnings
Vygotsky proposed that children are born equipped with some important mental functions. Those functions include memory, sensation, perception and attention. These basic mental functions then take advantage of the culture they are subjected to, and the culture transforms those functions into new mental processes or higher cognitive abilities.
The Social Influence
Early cognitive competence arises out of interactions with adults and other competent associates in the child's culture. Vygotskys cites as evidence the myriad tasks a child must learn that are far too complicated to learn in isolation, such as speaking a language. He proposes that most tasks are learned through guidance and encouragement from the culture around the child. The child's cognitive development is thus influenced and shaped as he participates in cultural activities and observes adults engaging in those cultural activities.
Aiding Children In Cognitive Development
According to Vygotsky's theory, we can aid children in cognitive development through the right interactions. Such suggestions include a structure learning environment in which we provide the child with aid and instructions tailored to the child's current abilities. Cooperative and interactive learning exercises are important during this process, as well as monitoring the child's progress closely. As the child gains more ability, we should turn more mental responsibility over to the child. Unlike Piaget's theory, which emphasizes peers as the major change agents in a child's cognitive development, with Vygotsky, adults are the most important source.