ABSTRACT
In a 1926 1 paper, Vygotsky (chap. 3) broke with three central tenets of the psychology of his time: that IQ is immutable, that learning necessarily trails behind development, and that if children’s mental functions have not matured to the extent that they are capable of learning a particular subject, then no instruction will prove useful. “Development or maturation is viewed as a precondition of learning, but never the result of it” (1988, p. 80). Vygotsky went on to propose a radically new approach that distinguishes between the actual developmental level of the child, and the level determined by intellectual testing.
