Vygotsky’s concept of the zone of proximal development is based on the idea that development is defined both by what a child can do independently and by what the child can do when assisted by an adult or more competent peer (Daniels, 1995; Wertsch, 1991). Knowing both levels of Vygotsky’s zone is useful for teachers, for these levels indicate where the child is at a given moment as well as where the child is going. The zone of proximal development has several implications for teaching in the classroom. Show
According to Vygotsky, for the curriculum to be developmentally appropriate, the teacher must plan activities that encompass not only what children are capable of doing on their own but what they can learn with the help of others (Karpov & Haywood, 1998). Vygotsky’s theory does not mean that anything can be taught to any child. Only instruction and activities that fall within the zone promote development. For example, if a child cannot identify the sounds in a word even after many prompts, the child may not benefit immediately from instruction in this skill. Practice of previously known skills and introduction of concepts that are too difficult and complex have little positive impact. Teachers can use information about both levels of Vygotsky’s zone of proximal development in organizing classroom activities in the following ways: The zone of proximal development is an important concept in the fields of both education and psychology. By understanding how the ZPD works, educators and experts can be better prepared to create instruction and learning programs that maximize the tools and resources available to students. We offer a diverse selection of courses from leading universities and cultural institutions from around the world. These are delivered one step at a time, and are accessible on mobile, tablet and desktop, so you can fit learning around your life. We believe learning should be an enjoyable, social experience, so our courses offer the opportunity to discuss what you’re learning with others as you go, helping you make fresh discoveries and form new ideas. Learn more about how FutureLearn is transforming access to education To apply the concept of the zone of proximal development, teachers instruct in small steps according to the tasks a child is already able to do independently. This strategy is referred to as scaffolding. The teacher should also support and assist the child until he or she can complete all of the steps independently. Before teachers can begin guiding students through the steps necessary to learn a concept, they should get a grasp of how these tasks, referred to as scaffolds, are applicable to everyday life. The teacher then builds on these scaffolds to develop the child's zone of proximal development. To most effectively teach by using the zone of proximal development, teachers should stress the connections between the learner's prior knowledge of a task in everyday contexts with the new task or concept being learned. For example, let's say a teacher is instructing students about the water cycle. If a teacher has already taught a lesson on the concept of evaporation, the teacher should use this prior knowledge of evaporation when introducing information about condensation. The child will then be able to make connections between the different phases of the water cycle. Connections between the task being learned and how it's applicable to the skills needed in everyday life might not become apparent immediately; in fact, they might take several lessons to develop. Through further reading and coursework, children continue to make associations between ideas and everyday experience. For example, a learner might not immediately grasp how learning addition might apply to his or her everyday life. However, when asked to add the number of apples in one group to the number of oranges in another group, the student might then be able to make the connection between the theory of addition and counting everyday objects. In some cases, the teacher might not be the most effective person to convey a concept. Group work and collaborative projects with peers who have mastered a task or concept might prove effective as well. Here's a look at the step-by-step process by which a teacher can apply the zone of proximal development:
Zone Of Proximal Development FAQWhat is zone of proximal development?The zone of proximal development is the difference between what a learner can do without help and what a learner can do with guidance and educational support. What is an example of zone of proximal development?An example of the zone of proximal development is guiding a child through the steps of subtraction. Once the child masters these steps, he or she can work on subtraction independently. The zone of proximal development is the gap between the actual level of development and the level of potential development. When was the zone of proximal development created?The concept of the zone of proximal development was created by psychologist and social cognitive specialist Lev Vygotsky in the late 19th and early 20th century. How do you find the zone of proximal development?In order to determine where a child is within the zone of proximal development, teachers and parents ask questions and observe a child's unique learning style. You can then track the child's current learning needs and the shifts in these needs as the child develops. By doing so, you can chart what the child has already learned and take into account what the child will master in the future. What is Vygotsky's scaffolding theory?Scaffolding theory is a tool used to apply the concept of the zone of proximal development. During scaffolding, teachers instruct in small steps according to the tasks a child is already able to do independently. The teacher should also support and assist the child until he or she can complete all of the steps independently. Originally Published: Jan 8, 2010 Related HowStuffWorks Articles
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