Lev Vygotsky developed his learning theory in the 1920s, but it was not until the late 1960s that his ideas about learning became popular and were used to contribute to "Constructivism" as a learning and teaching method. (Krause [et al.] 2010 p. p81). Vygotsky believed that learning and cognitive development are significantly influenced by the social interactions that occur in a particular sociocultural environment. There are four main influences on cognitive development. • The social/cultural environment • The impact of language • The role of private language • The zone of proximal development. (Krause [et al.] 2010 p. p81). The social and cultural environment is seen as a fundamental influence on cognitive development because all social interactions are based on the prevailing culture. As the child interacts with his social and cultural environment, caregivers unconsciously transmit the prevailing culture. It is up to adults to “socialize” children into acquiring appropriate skills so they can function appropriately. The emphasis on social interaction influencing cognitive development impacts how students are taught. Classroom environments must allow for social interaction as a key part of learning activities. This social interaction allows students to learn from both the teacher and peers through collaborative activities. Teachers who encourage discussion will get students to think critically and this will help make meaning of new information. (Powell & Kalina, 2009 p245) Language has a significant impact on cognitive development as according to Vygotsky language precedes thought. (Powell, Katherine C, Kalina, Cody J p241) A common language is necessary for people to interact socially. The language is… half of the paper… constructivism. The core of social constructivism practices is the creation of a social environment in which students can use language to communicate, collaborate, and socially interact with each other to learn. The prevalence of constructionist principles in current education attests to the importance of Vygotsky's theories and their effective application in the classroom. Works Cited Applefield, JM, Huber, R, Moallem, M 2001, 'Constructivism in theory and practice: towards a better understanding', High School Journal, vol. 84, issue 2, p35, 19ppKrause, K, Bochner, S, Duchesne, S & McNaugh, A 2010, Educational psychology: for learning and teaching, 3rd edition, Cengage Learning Australia, VictoriaPowell, Katherine C, Kalina, Cody J “Cognitive and social constructivism: developing tools for an effective classroom” Education, Winter2009, vol. 130 Number 2, p.241-250, 10p