According to Vygotsky, learning is fundamentally seen as what type of activity?

Vygotsky's perspective on learning emphasizes the importance of social interaction in the developmental process. He posited that learning occurs through the interaction between individuals, particularly between a less knowledgeable learner, such as a child, and a more knowledgeable peer or instructor. This interaction is a key component of his theory and highlights that knowledge is constructed collaboratively rather than in isolation.

Vygotsky introduced the concept of the "Zone of Proximal Development" (ZPD), which describes the range of tasks that a child can perform with the guidance of a more competent person. This framework illustrates how social engagement fosters cognitive development. The dynamics of collaboration, negotiation, and dialogue contribute to the learner's ability to internalize knowledge and skills. Thus, recognizing learning as a social activity underlines the role of cultural and contextual factors in shaping cognitive growth.

The other choices present different frameworks for understanding learning, focusing either on individualism or mechanical skill acquisition, which do not align with Vygotsky's emphasis on social interaction as the foundation for cognitive development.