Vague Syncretic Stage : The children didn't use any Vygotsky carried out a study where children were

Strength: There's evidence that as task difficulty increases, the amount systematic approach to the problem and had little or no presented with blocks of varying size and shape,
of self-regulating speech also increases, supporting Vygotsky's theory understanding of the size and shape of the blocks with nonsense syllables printed on them according
that it aids problem solving. differing according to the syllables on them. to these features. He then asked them to work out
Complex Stage: Basic strategies were used, but the meaning of each nonsense syllable, and
Strength: Studies of children performing problem-solving tasks at weren't successful in identifying the relationship produced a list of four stages of development based
about the age at which speech is internalised have found that the between the syllables and features on the blocks. on the children's responses.
muscles involved in speech stil move, despite no sound being made. Children are influenced by the knowledge of previous generations that's given to
Potential Concept Stage: Systematic strategies were
This supports the idea that self-regulating speech is still being used them by caregivers, thus, passing down cultural attitudes and beliefs from one
used, but the children only focused on one feature of
internally, as Vygotsky theorised. generation to another. Each child is said to inherit a number of cultural tools:
the block at a time, for instance shape but not size or
Evaluation vice-versa. technological (clocks, internet and other physical devices); psychological
Comparison: Whereas Vygotsky believed that thinking is structured by (concepts and symbols like language and theories) and values such as efficiency
language, Piaget believed that language is dependent upon thought, so for Mature Concept Stage: Children could successfully
and power.
instance a child should begin talking about objects that aren't present in their identify the relationship between the blocks and the
syllables by using strategies and applying these to more Concept Formation
surrounding only after object permanence has developed. Data consistent with Many theories fail to address the influence of social processes in
this theory has been obtained in a number of studies. than one feature of the blocks at a time.
cognitive development. However, Vygotsky's theory strongly
emphasises the social and cultural context. It's known as a
Before language infants use signs and symbols to create meaning. Vygotsky sociocultural theory as it assumes that social interaction provide
believe semiotics assisted cognitive development through the use of language the context for cognitive development and that these social
and cultural tools. This acts as a medium that turns elementary functions into interaction, in which learning occurs, are influenced by the
higher ones. It's thought that around the age of 2, language and thought cultural context.
becomes combined and depend on each other. Thinking becomes and internal Semiotics Culture
conversation. Unlike Piaget, Vygotsky didn't assume a universality of
Social speech (0-3 years) Pre-intellectual language VYGOTSKY'S THEORY: ROLE OF cognitive development, and said that children's cognitive
such as babbling or gesturing CULTURE AND LANGUAGE development should be understood in terms of their
culture (cultural relativism)
Egocentric speech (3-7 years) Child talks out loud as a Three types of speech
way of thinking
Strength: Evidence for the effect of culture on
Internal speech (7+ years) Where self-talk becomes cognitive development comes from a study of
silent and internal and language is used for social European and Aboriginal Australians, who were
communication . tested on their visual-spatial abilities. It was found
that Aboriginies had much better abilities, which
Vygotsky found that private speech increased in enabled them to find their way around the desert.
direct proportion to the amount of thought required
for a task. Therefore, private speech is tied to
thoughts as well as thinking.

Berk (1994) investigated the role of language in problem solving. Vygotsky sees language as an extremely important tool to aid
He found that 6 year olds spent an average 60% of their time Language cognitive development, and proposed that one way in which
talking to themselves when trying to solve a maths problem. This others equip the child with strategies for thinking is through
is empirical evidence for the concept of private speech. language. It's strongly linked to culture in addition to thought, so
the very content of the culture is reflected in some way by thought.

According to Vygotsky, language and thought begin as separate and

independent activities; in infancy, thinking occurs without language,
and laguages occurs without thought. At around the age of 2,
however, this pre-linguistic thought and pre-intellectual language join
and form verbal thought and rational speech.

Vygotsky proposed that children acquire language

through social interaction and then use it to structure
and organise their own thinking and problem solving.

Vygotsky named self-talk, which is spoken out loud 'private speech' and said that
it was used for self-guidance as young children go about solving problems.
Private speech eventually becomes mostly silent, and this is known as 'internal
speech.'