View source for Lev Vygotsky

== Early Life and Education ==

Lev Semenovich Vygotsky was born on November 17, 1896, in Orsha, a city in the western region of the [[Russian Empire]]. He was raised in a well-educated Jewish family, which was an important factor in shaping his early development and career. His parents were bankers, and they provided him with a rich cultural and intellectual environment. Vygotsky was home-schooled until the age of 13, after which he attended a private grammar school in Gomel, a city in Belarus. He was an excellent student, known for his exceptional memory and creativity. [[Image:Detail-32324.jpg|thumb|center|A black and white photograph of an early 20th century school building.|class=only_on_mobile]]
[[Image:Detail-32325.jpg|thumb|center|A black and white photograph of an early 20th century school building.|class=only_on_desktop]]

In 1913, Vygotsky entered the Moscow University where he studied law. During his university years, he was also involved in a range of extracurricular activities, including theatre, literature, and the arts. His diverse interests during this period are reflected in his later work as a psychologist. He graduated from Moscow University in 1917 and returned to Gomel, where he lived through the turbulent period of the Russian Revolution and the Civil War. 

== Career and Contributions to Psychology ==

Vygotsky's career in psychology started in the early 1920s, when he was invited to work at the Psychological Institute in Moscow. His work at the institute marked the beginning of his prolific career in psychology, during which he developed his most significant theories.

One of Vygotsky's most significant contributions to psychology is his theory of cognitive development, also known as the [[Vygotsky's Sociocultural Theory]]. This theory emphasizes the importance of social and cultural context in cognitive development. According to Vygotsky, cognitive development is a socially mediated process, where interaction with others plays a crucial role. 

Another significant contribution of Vygotsky is the concept of the Zone of Proximal Development (ZPD). The ZPD is the difference between what a learner can do without help and what they can do with help. This concept has been widely used in education to design instructional strategies and assess student learning. [[Image:Detail-32326.jpg|thumb|center|A photograph of a teacher helping a student.|class=only_on_mobile]]
[[Image:Detail-32327.jpg|thumb|center|A photograph of a teacher helping a student.|class=only_on_desktop]]

Vygotsky also made significant contributions to the field of developmental psychopathology. He proposed a socio-cultural approach to the study of abnormal development, which has influenced the development of modern theories and practices in this field.

== Later Life and Legacy ==

Vygotsky's career was tragically cut short by his death from tuberculosis in 1934, at the age of 37. Despite his early death, Vygotsky's ideas have had a profound impact on psychology and education. His theories are still widely used in these fields today, and his work continues to inspire new research and theories.

Vygotsky's legacy is not just his theories, but also his approach to psychology. He emphasized the importance of understanding the social and cultural context of cognitive development, and his work has inspired a more holistic approach to understanding human development. [[Image:Detail-32328.jpg|thumb|center|A photograph of a stack of psychology books.|class=only_on_mobile]]
[[Image:Detail-32329.jpg|thumb|center|A photograph of a stack of psychology books.|class=only_on_desktop]]

== See Also ==

* [[Jean Piaget]]
* [[John Dewey]]
* [[Cognitive Development]]
* [[Developmental Psychology]]
* [[Educational Psychology]]

== References ==

1. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
2. Vygotsky, L. S. (1986). Thought and Language. MIT Press.
3. Vygotsky, L. S. (1997). Educational Psychology. St Lucie Press.
4. Van der Veer, R., & Valsiner, J. (1991). Understanding Vygotsky: A Quest for Synthesis. Blackwell.

[[Category:Psychologists]]
[[Category:Developmental psychologists]]
[[Category:Educational psychologists]]