Running head: brofenbrenner and vygotsky general summery

Theories of Bronfrenbrenner and Vygotsky General Summery

James Melon
Mrs. Rodrigues
HHG4M
May 19, 2014

brofenbrenner and vygotsky general summery

Theories of Bronfrenbrenner and Vygotsky General Summery

Summary of Bronfenbrenners theory

Bronfenbrenners theory states that development takes place in context to many different
layers of systems and different components of said systems. And how each component interacts
with the individual or a separate component will affect the development of that individual.
Another point of this theory is that the individual is not a passive recipient of the interactions,
and has influence on the systems components and vice versa. A final but equally important point
is that none of these systems are static, meaning that the components, along with the individual,
are ever changing.
Relevance to Human Development.1
What I learned about Bronfenbrenners theory is that development is not something that happens
on its own. It may be a natural process, but different systems are in place, systems that we are all
a part of, that allow for diverse types of human physiological and moral development to take
place. Learning takes place within the school and the home, but the subjects differ greatly. Yet
we still absorb information and influence the systems equally.
Summary of Vygotskys Theory
Vygotskys theory states that cultural interaction plays a fundamental role in cognitional
development. There are four basic principles of the frameworks that are made in development.
The first is the language plays a central role in mental development, such as private speech, like
when a child guides his or her behavior through talking to his or her self. The second principal is
that development cannot be separated from its social context. This relates to Bronfenbrenners
ecological model, in that different microsystems help the individual form different views of the

brofenbrenner and vygotsky general summery

world. Thirdly, learning can lead development, meaning that children develop better when in a
healthy learning environment. The last principal is that children construct their own knowledge.
To clarify, human behavior is merely a result of interaction between the individual and the
socially accepted norms.
Relevance to Human Development
Vygotskys theory has taught me that human behavior, along with learning, is constructed by
lessons learned throughout life. Additionally, bridging the zone of proximal development is key
in learning new things, at any age. This theory is less structured than traditional learning, but
therefore allows for individuality when it comes to learning.
Conclusion
These two theories are similar in many ways, they both suggest that learning is contextual
and that socialization is vital for development. Both theorist also agree that learning is not static
and continues throughout life, until death. Conversely, the two theories have some dissimilar
attributes as well. For example, Bronfrenbrenners approach to human development is much
broader than that of Vygotsky. Keeping in mind the different aspects of social encounters, and
interactions that my take place. Vygotsky, on the other hand is more focused on the learning of
children, while being not as structured as the ecological model. In conclusion, both theorist
provide substantive interpretations of human development in learning, and I feel that learning
these theories has further enriched my knowledge.