Sociocultural theorists emphasize that much development occurs through direct interactions between children and other people, e.g. parents, teachers, brothers and sisters, etc. Lev Vygotsky (1934) argued that this interaction helps children acquire the skills and knowledge valued by their culture. Children actively learn, developing knowledge, skills and attitudes, not just reflecting the world around them. Essentially, the history and culture of the society in which a child grows up and the events that make up his or her personal history determine much more than what that child knows or likes. It also determines what mental tools the child will learn and how these tools will shape their mind. Like Piaget, Vygotsky asserted that infants are born with basic capacities for intellectual development. These are called basic mental functions and include processes such as attention, sensation, perception and memory. When children develop in the sociocultural environment, they develop more sophisticated and efficient mental processes, also called higher mental functions. For example, culture can determine our perception and the way we see things. An example could be that of tribal cultures; they could help children understand that plants are living beings, just as much as animals. This understanding could result from daily exposure and interaction with nature. In contrast, children who grew up in cities may not have as much interaction with nature, and their understanding that plants are living things may come later. Vygotsky therefore considers cognitive functions as affected by our beliefs, our values ​​and our tools of intellectual adaptation to cultural theory, especially since he died very young. Despite this, his theory has been considered highly relevant to child development and therefore applied in educational settings. However, there are still things to improve, such as trying to involve children more in interactions with each other as well as with teachers so that children are not spoon-fed but are able to construct their own knowledge based on interactions with others. According to Vygotsky, the overall goal of education is to generate and direct development which is the result of social learning through the internalization of culture and social relationships. Past experience and prior knowledge are important for a child so that he or she can make sense of new situations and experiences. He said that all this knowledge is greatly influenced by each student's culture in which he grew up..