Vygotsky’s Theory of Social Constructivism

 According to Vygotsky’s theory, intellectual stimulation through human interaction, such as in case of parents and children, teachers and pupils, peer interaction, is very critical to the development and overall growth of a child. Vygotsky's Theory of Social Constructivism & 9-layered model of giftedness place special emphasis on active learning and lifelong learning skills. They emphasize on values, besides knowledge and skills. Such values are persistence, patience, endurance, self-improvement, self-knowledge. They are centered on human potential for evolution through both social and personal endeavor. They both consider cognitive skills could bring about personal and societal prosperity. 

According to this theory, intellectual development is driven by human communication and interaction encompassing cultural characteristics, such as values, language as well as thinking processes. Moreover, students’ learning capacity is tied to the development of their cognitive skills through a constructivist, interactive and rich-in-stimuli learning environment.  

“It is through cognition that we name the world, is also through cognition that we learn to name the emotions and broaden the scope of what is felt. In this sense, Vygotsky’s theoretical framework offers a space for constructing thinking about the emotions towards an understanding of the dialectical relationship between nature and culture. Based on his theoretical framework, the process of psychological development is seen as dependent on the contact with others and the acquisition of linguistic mediational instruments. Thus, human psyche is the result of the relationship biology-culture-environment, breaking with the developmental view that usually establishes a unidirectional causal relationship, moving always from biology to culture”.

https://courses.lumenlearning.com/edpsy/chapter/social-constructivism-vygotskys-theory/