Vygotsky s Theory And Development Of Higher Mental Functions

In Vygotsky’s theory, children have two basic kinds of functions or mental processes that Vygotsky entitled lower mental functions, and higher mental functions. Lower mental functions are defined as their natural way of learning or innate ways that one would respond to their environment. Higher mental functions are defined as a more complex way of thinking or processing. In Vygotsky’s view, the potential for acquiring lower mental functions is biologically built in, but society and culture are critical for the development of higher mental functions (McDevitt Ormrod, 2009). Nevertheless, while nurturing is a vital aspect to Vygotsky’s cognitive theory he did acknowledge that children’s own individual characteristics and mannerisms also effect the experiences that they go through during the course of their life. However, the way in which children interpret these experiences are learned through the process entitled mediation in Vygotsky’s theory. Medi ation is the process through which adults help children make culturally appropriate sense of their experiences, and pass along specific tools that help children tackle various tasks and problems they are apt to face which is also known as cognitive tools (McDevitt Ormrod, 2009). Mediation along with cognitive tools are what allows children’s cognitive abilities to mature and advance. The further development of children’s cognitive abilities are classified in Vygotsky’s theory in two categories known as the presentShow MoreRelatedLev Vygotsky Essay Outline835 Words   |  4 PagesLev Vygotsky was known as the creator of an original branch of psychology in the Soviet union. He is also known for writing many books on psychology. In the first part of my paper I will begin telling you how young Vygotsky got into psychology for the first time.Second, I will talk about his theories and thesis that changed the psychological world forever. 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