Vygotsky theorized that instruction plays a key part in cognitive development by providing culturally evolved cognitive tools which, once internalized by the child, mediate and advance the child’s cognitive functioning. Gal’perin further elaborated this approach arguing that it is the quality (specific character) of cognitive tools (such as concepts, criteria, schemas) acquired by the child that to a large extent defines the specifics of cognitive development. He theoretically explicated and empirically tested an alternative type of instruction which, unlike traditional instruction, directly generated cognitive development by providing cognitive tools of a higher quality (based on theoretical concepts as opposed to empirical concepts). The often overlooked yet important implications of Gal’perinian perspective are: 1) that there is a need for the theory of development to conceptualize and integrate the processes related to learning, and 2) that most existing theories of development capture just one possible version of development – the version that is bound to deficient cognitive tools employed in the currently dominating type of instruction.

Keywords:
Cognitive development, Cultural tools, Gal’perin, Instruction, Learning, Vygotsky
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© 2000 S. Karger AG, Basel
2000
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