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(Orsha, 1896 - Moscow, 1934) Lev Semyonovich
Vygotsky was a Russian psychologist and one of
the most prominent theorists of developmental
psychology, he was also the founder of historical-
cultural psychology and a clear precursor of
Soviet neuropsychology, of which Maximum
exponent is the Russian doctor Alexander Luria.

?He had Marxist ideals (society without class distinction)
?From his work derives social or realistic constructivism
?It considers that development depends on learning and
occurs through social processes.
?Presents social and cultural contexts as a fundamental
part in the appropriation of knowledge
?For Vygotsky mental functions are social and
classifications in two categories: lower and higher

? Highlights the role of the social and collective part in
development, ignoring the role of the individual
? Vygotsky talks about situated learning that refers to the fact
that the individual primarily depends on other examples: A
baby cries for hunger, pain, etc. It does so as a lower mental
function, but when that same baby later cries he does so with
the intention In this way, this is what makes Vygotsky call
superior mental function, that is to say that it becomes an
intrapsychological ability.
? When beginning to internalize the knowledge, the individual is
becoming more autonomous in his action and enters the
category interpsychological

?In the theory of situated learning, human beings need a
social part that encourages learning.
?For Vygotsky the collective is more important because
each member brings something to the group, transforming
it and strengthening it
?Through learning located the student learns according to
their level of development, but for others it may require the
help of the teacher or another more skilled partner

Intellectualisation
Mastery of
language
Development of
conceptual
system
Consciousness

? Issue:
In a school in Bogot��, a student has a cognitive difficulty, which
affects her short-term memory.
Susana is a 10-year-old girl, she is in the fourth grade of primary
school; she has a low average in the English area, she has
difficulty making simple sentences and has a poor vocabulary
? The objective:
Include the constructivist theory of situated learning in order to
improve the process of language acquisition in Susana and other
students with difficulties in their memory process

Susana's teacher talks with the parents to involve them in the
strategy (situated learning) that will be implemented at home and will
be accompanied from the school, in order to allow Susana to acquire
a greater vocabulary; for which they are explained the role they will
play (active role). The strategy consists of:
1. Paste words in English in the different objects of the house
(appliances, furniture, food, kitchen, bathroom, rooms, among
others).
2. Every time Susana needs something she must say the name of
the object in English.
3. In class the teacher will review with Susana and the other
students vocabulary of the home.
4. Practice with colleagues the correct pronunciation of that
vocabulary.

? Biograf��as y Vidas. (2004-2019). Biograf��as y Vidas.
Recuperado el 05 de 03 de 2019, de
https://www.biografiasyvidas.com/biografia/v/vigotski.htm
? Gardey, J. P. (2009). Definicion.de. Recuperado el 06 de 03
de 2019, de https://definicion.de
? Oliva, U. Q. (s.f.). Sities Google. Recuperado el 05 de 03 de
2019, de Teor��a Cosntructivista:
https://sites.google.com/site/teoriaconstructivistau123/proceso
/actividad-4

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