The social situation of development as Vygotsky's contribution to personality formation studies

Abstract

This study presents a theoretical-conceptual reflection of the notion of social situation of development, constructed by Vygotsky. This is a bibliographic study on the text “El problema de la edad”: postulated by Vygotsky and two other authors, Lidia Bozhovich and Laura Domínguez Garcia. Subsidies were sought in the texts to compose the argument of reflection: the concept of Vygotsky and its application in studies on personality, especially in the field of school education. The reflection reiterates the social situation of development as an intrinsic condition to the relationship that children establish with their physical and social environment in their development. The end of the social situation of development at a given age is marked by changes, the manifestation of which indicates a stage in the development and formation of the personality. As a category to understand the child's development, the social situation of development is projected as important to understand the relationships it creates with the school environment.