Child development within the framework of cultural-historical theory

Abstract

ABSTRACT.The purpose of this paper is to present different aspects of Cultural-Historical Theory and examine their relevance to child development. It is discussed some important conceptual features of theory such as elemantary functions and higher psychological functions, tools and mediation, social interactions, zone of proximal development. In addition Vygotsky's a number of methodological points concerning the nature of psychological inquiry was examined. Finally to present theory's explanations about the relation between development and learning were determined the concepts of guided participation and scaffolding being within social interactions.Key Words: Cultural-Historical Theory, The zone of proximal development, mediation in development and learning, scaffolding, guided participation. * Dr.,Uludag University Faculty of Education, Bursa. e-mail: nihal2006@gmail.com E. Nihal AHĠOĞLU 164 SUMMARYPurpose and significance: Developmental psychology have not adequately focused on the social-cultural-historical aspects of development and even it (except some contextualists) has interested with the nature of particular tasks or domains of knowledge rather than the socially embedded nature of all types of knowledge. However Vygotsky's cultural-historical theory proposed that children's development is shaped largely by society and culture. The theory focused on the connections between people and the cultural context in which they act and interact in shared experiences.