According to Vygotsky, how do higher mental functions develop?

Vygotsky emphasized the significance of social interactions in the development of higher mental functions. According to his theory, cognitive development is deeply rooted in social context and culture, meaning that learning occurs primarily through interactions with others—especially adults and more knowledgeable peers. This collaborative process allows children to internalize knowledge and skills that they can later execute independently.

Through guided participation and scaffolding, individuals can develop new cognitive abilities that they might not achieve through solitary study or personal reflection. The social environment provides critical feedback, varied perspectives, and support, all of which are essential for effective learning and the advancement of a child's thinking. This interaction not only facilitates intellectual growth but also promotes the development of language, problem-solving abilities, and social skills. Therefore, the development of higher mental functions is predominantly a collaborative and socially mediated process, making the choice rooted in interactions with others the correct understanding aligned with Vygotsky's theories.