Cultural-historical psychology
From The Art and Popular Culture Encyclopedia
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Cultural-historical psychology (also called the school of Vygotsky, sociocultural psychology, socio-historical psychology, activity theory, cultural psychology, cultural historical activity theory, and social development theory) is a psychological theory formed by Lev Vygotsky in the late 1920s, and further developed by his students and followers in Eastern Europe and worldwide. This theory focuses on how aspects of culture, such as values, beliefs, customs and skills, are transmitted from one generation to the next. According to Vygotsky, social interaction, especially involvement with knowledgeable community or family members, helps children to acquire the thought processes and behaviours specific to their culture or society. The changes or growth that children experience as a result of these interactions differs greatly between cultures; this variance allows children to become competent in tasks important or necessary in their particular society.
See also
- Leading activity
- Social development theory
- Laboratory of Comparative Human Cognition (LCHC)
- Critical psychology
- Constructivism (learning theory)
- Zone of proximal development
- Organization Workshop
