Section 2.7 Theories of language development and learning

The theory emphasizes the central role of social interaction, culture, and guided learning in the development of language and thinking in children. The theory considers the language as a tool for thought. Vygotsky believed that language is not just for communication, but also a key tool for thinking and problem-solving. As children learn language, they also learn how to organize their thoughts and regulate their behavior.

According to Vygotsky, children learn language through interacting with more knowledgeable others such as parents, teachers, or peers who help them build their vocabulary and understanding through conversation and instruction. In the words of Vygotsky, the Zone of Proximo Development (ZPD) is the gap between what a child can do alone and what they can do with help. Vygotsky argued that learning (including language learning) happens most effectively within this zone, with the support of an adult or more capable peer. He proposed that a learner should be helped to extend his/her ZPD. This help was termed as scaffolding. This refers to the temporary support given to a child by a teacher or peer. For language development, this might include modeling speech, asking guiding questions, or expanding on what the child says. As the child becomes more competent, the support is gradually reduced.

Vygotsky noted that young children often talk to themselves during play or when solving problems. He called this “private speech” and believed it helps children guide their own thinking. Over time, this speech becomes internalized as inner speech (thought).