Vygotsky observed that the ascent to concept formation follows phases with sub-stages. Once children move to forming concepts, they never realize the change probably because they do not use meta-cognition. True concepts begin to be formed with increasing fluency. However, the elementary forms are not abandoned. Instead, human beings vacillate between complexes and concepts.
Spontaneous concepts are nonconscious, whereas scientific concepts are concepts taught in school.
Vygotsky defined systematization as contact with scientific concepts. Vygotsky found that as long as curriculum supplies the necessary material, the development of scientific concepts runs ahead of the development of spontaneous concepts. This is because the scientific concepts are formed in the process of instruction in collaboration with an adult. Also, children develop reflective consciousness through the development of scientific concepts. Furthermore, mastering a higher level in the realm of scientific concepts raises the level of spontaneous concepts.