At some point, we’ve had the experience of learning something new from a knowledgeable mentor. Whether it was a parent teaching us how to ride a bike or a colleague guiding us through the process of using project management software, psychologists suggest that these experiences are pivotal to the developmental process.

How does society influence individual development? That's the question posed by sociocultural theory, an emerging field of psychology that focuses on the many ways that a person's social experiences and society as a whole affect people as individuals. This theory has become increasingly prominent since the 1990s and can be applied in education, socialization, and play.

Sociocultural theory is all about the societal and cultural influences that affect how we develop, think, feel, and behave. This approach seeks to understand how these societal factors interact with individual ones to influence how people learn, develop, and grow. The theory is rooted in the work of a Russian psychologist, Lev Vygotsky, who introduced key concepts such as the zone of proximal development. Keep reading to learn more about the origins of sociocultural theory, important aspects of this approach, and how Vygotsky's work differed from his contemporaries.

Psychologist Lev Vygotsky believed that parents, caregivers, peers, and the culture at large are responsible for developing the brain's higher-order functions. According to Vygotsky, human development relies on social interaction and, therefore, can differ among cultures.

Sociocultural theory stresses the role that social interaction plays in psychological development. It suggests that human learning is largely a social process, and that our cognitive functions are formed based on our interactions with those around us who are "more skilled."

According to the sociocultural perspective, our psychological growth is guided, in part, by people in our lives who are in mentor-type roles, such as teachers and parents. Other times, we develop our values and beliefs through our interactions within social groups or by participating in cultural events.

Sociocultural theory focuses on how mentors and peers influence individual learning, but also on how cultural beliefs and attitudes affect how learning takes place.

Sociocultural theory grew from the work of psychologist Lev Vygotsky, who believed that parents, caregivers, peers, and the culture at large are responsible for developing higher-order functions. According to Vygotsky, learning is based on interacting with other people. Once this has occurred, the information is then integrated on the individual level.

Vygotsky contended that children are born with basic biological constraints on their minds. Each culture, however, provides "tools of intellectual adaptation." These tools allow children to use their abilities in a way that is adaptive to the culture in which they live.

For example, one culture might emphasize memory strategies such as note-taking. Another might use tools like reminders or rote memorization (a technique that uses repetition). These nuances influence how a child learns, providing the "tools" that are appropriate to their culture.

Vygotsky, born in 1896, was a contemporary of other great thinkers such as Freud, Skinner, and Piaget, but his early death at age 37 and the suppression of his work in Stalinist Russia initially left his theories less well-known. As his work has become more widely published, his ideas have grown increasingly influential in areas including child development, cognitive psychology, and education.

An important concept in sociocultural theory is known as the zone of proximal development. According to Vygotsky, this is "the distance between the actual development level (of the learner) as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers."

Essentially, it includes all of the knowledge and skills that a person cannot yet understand or perform independently but can learn with guidance.

As children are allowed to stretch their skills and knowledge, often by observing someone who is slightly more advanced than they are, they are able to progressively extend this zone.

How does this idea translate into real-world learning? Fortunately, experts and researchers suggest that learning under the guidance of more knowledgeable others can be beneficial. For example, research suggests that learning in the zone of proximal development can help increase skills and knowledge.

Other research has shown that teaching students in their zone of proximal development can be particularly important if they work in challenging environments and perform complex tasks. 

Jean Piaget was a psychologist and genetic epistemologist known for his theory of cognitive development, which outlines the four stages in which children learn. Since they are both theories of learning, Vygotsky's theory is often compared to Piaget's.

Social factors influence development

Development can differ between cultures

Childhood interactions and explorations influence development

Development is largely universal

How does Vygotsky's sociocultural theory differ from Piaget's theory of cognitive development? First, while Piaget's theory stressed that a child's interactions and explorations impact development, Vygotsky asserted the essential role that social interactions play.

Another important difference between the two is that Piaget's theory suggests that development is largely universal and Vygotsky asserts that it can differ between cultures. The course of development in European culture, for example, might be different than in Asian culture.

Because cultures can vary so dramatically, Vygotsky's sociocultural theory suggests that both the course and content of intellectual development are not as universal as Piaget believed.

Some suggest that these two theories of human development differ greatly due to their founders' different upbringings and that Vygotsky had strong cultural ties while Piaget had a lonely childhood.

Sociocultural theory has gained popularity within certain settings and not just among researchers and theorists. Here's how this theory can be implemented in the real world in ways that can benefit learners.

Understanding the zone of proximal development can be helpful for teachers. In classroom settings, teachers may first assess students to determine their current skill level. Educators can then offer instruction that stretches the limits of each child's capabilities.

At first, the student may need assistance from an adult or a more knowledgeable peer. Eventually, their zone of proximal development will expand. 

Teachers can help promote this expansion by:

Vygotsky's theory also stressed the importance of play in learning. Vygotsky believed that through playing and imagining, children can further stretch their conceptual abilities and knowledge of the world. 

In play, the child is always above his average age, above his daily behavior; play contains all developmental tendencies in a condensed form.

Teachers and parents can use this concept by providing children with plenty of opportunities for play experiences. Types of play that can foster learning include imaginary play, role-playing, games, and reenactments of real events. Such activities help promote the growth of abstract thought.

Although Vygotsky's sociocultural theory only gained credence after his death, research has helped validate the role that those around us play in shaping how we develop as individuals.

Even though not everyone agrees as to the specifics of this development, as outlined in Piaget vs. Vygotsky, the sociocultural perspective does contribute to this understanding. It has also influenced other modern theories of human development, such as those that relate to cognitive growth and education.

Creating a collaborative learning environment is one way to use sociocultural theory in the classroom. This might involve pairing students with others of higher skill levels, or it could be by learning as a group versus having students learn on their own.

Teachers can also take advantage of the zone of proximal development by providing guidance and support to help the students reach their learning goals—particularly in an online learning environment.

The sociocultural perspective reinforces the role that people in mentor-like positions play in shaping who we become. This includes not just parents and teachers but also community leaders and others we model ourselves after.

If you are in one of these positions, it's important to recognize that you are shaping the development of the children around you. Because sociocultural theory also stresses the importance that culture plays in the process, this can help us better understand how our traditions and customs can influence future generations.

Sociocultural theory explains learning as a social practice while cognitive theory considers learning on a more individual level. With cognitive theory, learning is dependent on a person's mental processes. Thus, it is more focused on how the human mind works versus the impact that society plays in development.