Zone of proximal development

Lev Vygotsky – Zone of proximal development

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.

 Coetzee, D (2012), Wikipedia. [online] Available at < http://en.wikipedia.org/wiki/File:Zone_of_proximal_development.svg> [Accessed 26 November 2012]

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.

Source: http://www.buzzle.com/articles/zone-of-proximal-development.html

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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