lev Vygotsky Archives

Ok, this happened! I finished reading Vygotsky in the original.

Lev Vygotsky’s book “Thought and Language” is the fundamental book by my favourite early childhood education theorist. I have been reading it for the past few months, making notes, thinking and trying to apply the key takeaways to my practice. Some of these ideas I am sharing here with you!

The book is hard to read. It investigates the connection between thinking and language, their development, and mutual influence. It is written in academic language, but Vygotsky is a good writer and overall it was a pleasure to read.

Vygotsky asserts that thought and speech have different origins but merge during a child’s development, forming a complex unity. Speech becomes a means of thinking, and thinking becomes a means of structuring speech

In the early stages of child development, thinking and speech exist independently.
Gradually, they merge, leading to the emergence of inner speech – or private speech, serving as an instrument of thought.

The concept of word meaning is central, which Vygotsky describes as the unity of thought and language. Word meaning changes and becomes more complex as the child develops, reflecting thought processes.

Vygotsky believes that the development of thinking and speech occurs in a social context through interaction with others. He calls it collaboration or “sotrudnichestvo” (this is me flexing my Russian – haha). Speech initially has an external, communicative function, then becomes internal.

The theorist introduces the concept of the Zone of Proximal Development (ZPD) to show how social interaction promotes learning and cognitive development, expanding the child’s capabilities beyond their current level.

https://www.youtube.com/watch?v=jmBGzQcrn7A&t=12s

I was not surprised that most of the book is critique of Piaget theories. Vygotsky criticises Jean Piaget for underestimating the social nature of speech and thought, especially in the context of their interrelationship.

“Thought and Language” is a fundamental work in which Vygotsky describes speech activity as a key mechanism for the development of thinking and emphasises the influence of cultural and social environment on cognitive development.

Modern neuroscience broadly supports many of Lev Vygotsky’s key ideas, particularly those related to the development of the brain, thinking, and language. However, the approaches differ: Vygotsky focused on social and cultural dynamics, while neuroscience examines these processes at the level of biological mechanisms. Here are the main points that neuroscience confirms or clarifies:

The Connection Between Language and Thought

Modern research shows that language plays a central role in shaping and structuring thought. For instance, activation of the frontal lobes (e.g., Broca’s area) during language use supports the idea that speech and thought are interdependent.

Language influences cognitive processes such as memory, perception, and planning. For example, bilingualism enhances executive control functions, aligning with Vygotsky’s view that language is integral to the development of complex cognitive skills. In other words, children who speak more than one language, may have faster code-switching abilities , compared to their monolingual peers.

Development of Speech in Children

Neuroscience confirms that young children initially use language for communication (external speech) and later develop inner speech. This is reflected in changes in neural connections in the prefrontal cortex and limbic system as children mature.

Use this question framework to improve your conversations with children

It is a cornerstone of his theory – that development and learning happen in a social context. Vygotsky argued that learning and cognitive development occur through interaction with others. Neuroscience supports this, showing that a child’s brain is highly sensitive to social stimuli. Activity in brain areas related to empathy and social perception (e.g., mirror neurons) highlights the importance of interaction for learning.

The Zone of Proximal Development (ZPD)

While ZPD is a concept from pedagogy, its neurobiological parallels can be found in theories of neuroplasticity. The brain adapts and develops through learning when tasks are in the optimal range of difficulty and the child receives support from more knowledgeable mentors. In practical terms, ZPD can be used for the analysis of observations daily; you can adjust the level of support, based on the child’s current level of understanding of the concept or the ability to perform the task.

The Role of Speech in Self-Regulation

Vygotsky proposed that inner speech (or private speech) helps children regulate their behaviour and thinking. Think of the child who is talking to you as they get dressed or pack up their lunchbox, drawing something and explaining it to you. Research shows that language is indeed linked to self-regulation and executive functions, such as inhibiting impulsive reactions and managing attention. Very important process, which Vygotsky’s research unveiled.

The ideas of Vygotsky backed up by neuroscience

Are there any limitations?

Yes! Vygotsky placed more emphasis on social and cultural factors than biological ones. Neuroscience brings balance by demonstrating that genetics and biology are equally important. Hence, exercise, diet, safe environment are as important as learning with others and scaffolding. Neuroscience clarifies that while thought and speech are interconnected, they can function independently, as seen in certain cognitive disorders.

Want to learn more about Vygotsky and other theories?

Download my guide to theories here👇🏼

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Storykate 🪇

“Kate, why do some bubbles pop quickly and others don’t?”

Noah’s question popped up during a morning of science fun at the early learning centre. Children were busy making bubbles—some floated peacefully before bursting, while others seemed to pop almost instantly. I used a secret ingredient – sugar to make one solution more sturdy. Instead of giving Noah a straight answer, I saw this as a perfect opportunity to spark some higher-order thinking and critical thinking in our preschoolers. So, I turned to Noah and the group and asked, “What do you all think? Why do you reckon some bubbles last longer than others?”

This simple question opened up a whole new world of questions, where children and I started to hypothesise, observe, and chat about their ideas—exactly the kind of thinking we want to encourage in our little learners. As Vygotsky intended 🙂

Introduction to Higher-Order Thinking and Critical Thinking in Preschool

Higher-order thinking skills (HOTS) are so important when it comes to helping young minds grow, especially in early childhood. These skills go way beyond just remembering things; they’re all about analysing, reasoning, solving problems, and thinking creatively. In Australian ELCs, we’re all about fostering these abilities, which line up perfectly with the Early Years Learning Framework (EYLF). The EYLF encourages holistic development through play-based learning—something we know works wonders with young children. It also has the whole outcome 4 dedicated to learning and thinking.

Critical thinking in preschool is about helping kids think deeply about what they’re learning, ask questions, and connect ideas. By nurturing critical thinking early on, we set them up for success in problem-solving and decision-making down the track. Moments like Noah’s bubble question aren’t just cute—they’re golden opportunities to guide the children into deeper thinking and understanding.

Understanding Vygotsky’s concept of Higher-Order Thinking

Lev Vygotsky’s theory has had a huge impact on how we approach early childhood education. He highlighted the importance of social and cultural interactions in cognitive development. Vygotsky believed that children learn best when they interact with others, especially when these interactions push them just beyond what they can already do—a concept he called the Zone of Proximal Development (ZPD).

In Noah’s bubble experiment, Vygotsky’s ideas are evident. By asking the children what they thought made some bubbles last longer than others, I wasn’t just starting a conversation—I was guiding them into their ZPD, encouraging them to think critically and explore science in a hands-on, fun way. Things they do not yet know, but definitely can learn through more experiences and discussions.

How to Ask Higher-Order Thinking and Critical Thinking Questions in an Early Childhood Setting

Getting children to engage in higher-order and critical thinking is all about asking the right questions. In Noah’s case, rather than just explaining why some bubbles pop faster, I turned the question back to the group. This invited everyone to think, hypothesise, and explore—a much richer learning experience.

Here’s how you can do the same in your classroom:

Encourage children to think beyond yes-or-no answers. Instead of asking, “Will the colours mix?” try, “What do you think will happen if we mix these two colours?”
Questions like “Why do you think that happened?” get kids to reflect on their experiences and think about cause and effect.
Ask questions that spark creative thinking, such as “What if the bubbles were different shapes? What do you think would happen?”
Challenge children with real-world problems like, “How can we make sure the bubbles don’t pop too quickly next time?” This gets them thinking about solutions and strategies.

Incorporating these types of questions into your daily activities can help children develop the critical thinking skills that are key to their cognitive development.

Assessing Higher-Order Thinking and Critical Thinking Skills in ELC

When it comes to assessing higher-order and critical thinking in young children, it’s all about observations and interactions. After Noah’s bubble experiment, for instance, I’d watch how the children discussed their ideas, tried different ways of blowing bubbles, and thought about what they observed. These interactions give us a window into their developing thinking skills. I will document it in the mind map or use floor books; write it as jottings.

The Role of Language in Developing Higher-Order Thinking and Critical Thinking in Early Childhood

Language plays a big role in helping kids develop higher-order and critical thinking skills. When I asked Noah to explain his thoughts about the bubbles, I encouraged him to organise his ideas, think through his reasoning, and explore new concepts—all of which are key to cognitive growth. Activities that get children talking, telling stories, or describing what they see are great for deepening their understanding and boosting their thinking skills. According to Vygotsky, language and thought are parallel processes that develop in the child’s mind simultaneously. Language propels thinking tenfold.

Higher-Order and Critical Thinking Skills in Play-Based Learning

Play is at the heart of early childhood education, and it’s also a fantastic way to develop higher-order and critical thinking skills. Through play, children naturally engage in activities that require them to experiment, hypothesise, and solve problems. For example, when children build a tall tower with blocks, they’re learning about balance, cause and effect, and spatial relationships. As educators, we can scaffold this learning by asking questions like, “What can we do to make the tower stronger?”

The Role of Scaffolding in Developing Higher-Order and Critical Thinking in Early Childhood

Scaffolding is essential in early childhood education, especially when it comes to developing higher-order and critical thinking skills. In a kindergarten setting, scaffolding means providing just enough support to help children achieve tasks within their ZPD. As they become more confident and capable, we gradually reduce this support, letting them take on more of the learning themselves.

This is an example of scaffolding based on counting

For example, during a tricky puzzle activity, I might start by suggesting which pieces might fit together based on shape or colour. As the child gains confidence, I’d step back, allowing them to explore independently and build their problem-solving and critical-thinking skills.

What do you think about HOTS now?

References

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Tag: lev Vygotsky

Vygotsky “Thought and Language” summary: my key takeaways