Vygotsky's Theory Of Nature And Nurture In Child Development

Through life nature/ nurture debate takes place throughout all learning and development whether it’s a question of is this child struggling with development at a fault of nature of nurture of whether it’s a case of a child is further quicker than expected due to either nature or nurture it is a constant debate. Nature is the idea wishing that everything is biological and your actions, development, and personality are hereditary, whilst nurture refers to you're surrounding and your actions and personality are a cause of your environment. Holistic development, on the other hand, shows the involvement of all aspects including, physical, cognitive, linguistic and social-emotional developmental needs. (Neaum(2013)) ‘holistic understanding needs

Vygotsky’s theory is applicable to both cases, as are Skinners and Ainsworth’s theory.

Vygotsky’s theory surrounds the idea in which that children learn through interaction and play helping them further their development and learning, this is known as scaffolding, alongside Bruner another theorist of child development, Vygotsky saw adults as crucial a child’s learning. He developed the theory of ‘ zone of proximal development’ this theory allows a child to be independent whilst setting their own goals during play and learning during this they are observed by parent/ carer who then helps to further their play this known as scaffolding ‘adults scaffold a child’s learning’ (Smidt(2007)). The zone of proximal development is a zone between two learning levels of a child this is their actual level and their potential level. Vygotsky believes that every learning is an active learner and that learning is shared by the social context. ( Gramematheson)) ‘ Learning is strongly shaped by the social context (the class, the child's family), culture and the tools used by the teacher’ Much of Vygotsky's theory surrounded the idea of scaffolding and observe he strongly believed this was the