The Zone of
Proximal Development (ZPD) is defined as ‘… the distance between the actual
developmental level as determined by independent problem solving and the level
of potential development as determined through problem solving under adult
guidance, or in collaboration with more capable peers.’ (Vygotsky, 1978 p86)
Initially the ZPD
concept was developed as an argument against the use of standardized tests to
gauge the intelligence level of a student.
Vygotsky contends that if a learner can complete a task
independently and unassisted then learning is not occurring. In practice this
means that we learn best when we start from what is already known and are
assisted with scaffolding to work to the unknown.
Vygotsky believed during the learning process children first
learn by imitating adults. In the beginning, children are unable to complete a
particular task without assistance. Over time, this child may be able to
complete more complex tasks with adult assistance. The distinction between
these two examples above is coined the ZPD.
The ZPD of a child isn’t stagnant, it continuously changes
as he or she conquers increasingly difficult work over time. Focusing more on
education, ZPD can be useful to educators because it should remind them how
students can be expanded to reach goals with adult direction and support.
The implications on the way we structure our teaching or
professional learning are that initially modelling occurs, the strategy is
explained, the learner is assisted by a more skilled leader to use the
strategy, and then the learner uses the strategy independently. The learning
then moves to the next phase of development.
Another important aspect of Vygotsky’s theory is that social
interaction is the basis for cognitive growth. Accordingly, the communication
that transpires in a social setting with more knowledgeable or proficient
people (parents, teachers, peers, others) assists children in building an
understanding of the concept.
Relevance
·
Being digital
·
Scaffolding learning
·
Learning expertise
·
Lurking
·
Social constructivism
References/further reading
Vygotsky, L.S. (1978). Mind and society: The development
of higher psychological processes. Cambridge, MA: Harvard University Press.
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