Reflexiones sobre la teoría socio-cultural de l. S. Vigotski

Abstract

The teaching understanding is the source of the psychic development of the human being. It was introduced in soviet psychology by Vogotski (1935-1956). The active character of the psychic processes, the main point of the process in the social and human development represents the concept of activity, with its essential attribute: to be, transforming productive activity. Vigostskis theory, define the functions of the zone of development, immature. In a child, the level of real development (the final product of the development) goes behind the learning process. What the child can learn, according to Vigostsk i, is in close relation  with his development level; thus, the way of learning have influence in the change rpocesses as well, and most af all in those circunstances where he had achieved a high level of potential development. There is not learning without a previous development level, and there is not development without learning neither. This one precede temporality the development. Vigotski expreced: good learning the the one that predeces the development and contribute to strengthen it. The pedagogy field should not be based on the final product of development (real level) and in the development processes that are not yet concluded (potential development level), and will soon be. Vigotski distinguished two developement leves in a child: the actual dvelopment level, as a result of the already concluded cicles in his development, and the following development zone