The Zone Of Proximal Development : A New Approach

In Vygotsky’s concept, zone of proximal development he explains that it is the distance between a child’s developmental level, which is determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance (Vygotsky, 1978, p174). This concept is highly used in education and in classrooms. For example, I work with a student who is eighteen years of age and has intellectual disabilities. During our morning routine he enjoys working on puzzles. He has a difficult time putting the puzzle together so I help him with clues and or prompt him to the puzzle piece that fits. He moves onto a new puzzle once I no longer have to give him clues or prompts. As I have tracked his progress he has needed less prompt than he did three months ago. The goal of this concept is that, as an adult collaborates with a child to help them move from where they are to where they should be with help by accomplishing the exercise through prompts, clues, modeling, and etc.

Across all aspects and various lenses of development it is evident that children from birth until adolescence require guidance. In contrast, some theorists such a Piaget suggest that children are vastly independent and do not require parental or adult assistance for majority of their development. However, theorists such as Vygotsky believe otherwise. As Vygotsky was discussed during lecture, his developmental theory surrounding the methods of which children learn was a main focus. Namely, the methods of which children learn with adult

Vygotsky’s theory ‘The zone of proximal development’ is also being demonstrated through Ann’s teaching methods for her year five class. The zone of proximal development refers to a conceivable range of learning evolution in regards to the students’ age and the amount of assisted knowledge they are given. This information can be given through direct information, scaffolding or cooperative learning. Ann (as the more knowledgeable) would be required to offer a certain level of information to the children before expecting them to

A second strength of the sociocultural perspective is the emphasis on the role of adults in childhood cognitive development through guided participation. Vygotsky introduced the idea that children learn in a zone of proximal development. Meaning the distance between what an individual can do alone and what they can do with guidance and assistance from a capable member of society (Mcleod, 2010). Any skills outside the zone would be already mastered or still too difficult to attempt alone. “To Vygotsky, learning in collaboration with more knowledgeable companions drives cognitive development (Sigelman).” This is true throughout the world. Children in many cultures learn from a teacher, from family members, and many others. In other cultures, children learn skills from relatives, members of their village or tribe, or from other skilled members in their group. This perspective satisfies the need to recognize the role of adults in

Lev Vygotsky believed that social and cognitive development work simultaneously to build and evolve on one another. He believed that social, cultural and personal experience cannot be detached from each other and many things influence the way children learn and develop, not just their own experiences, thus Vygotsky’s socio-cultural theory. Vygotsky’s ideas were and remain controversial as he had no specific training in psychology or children’s development. His preeminent contribution to children’s development is his recognition of the value of progressing knowledge by means of interaction with educators, peers and family (Mooney, 2000, p. 83). The major ideas of Vygotsky’s theory are scaffolding and the Zone of Proximal Development (ZPD). Scaffolding is a process Vygotsky described as the framework or temporary support for children’s learning. In order for scaffolding to be beneficial, it must be responsive to the child’s needs (Coon & Mitterer, 2013, pp. 106-107).

 zone of proximal development. To reach the target that child need lots of help and not steps which are to big as this could knock there confidence. Another stage Vygotsky has is ‘the importance of play’ he believed that play provides essential skills to improve their social, personal, and professional activates. This means that children can play and do things beyond what they can do in real life- such as play mums and dads, pretend to drive a car. Though play they talk to each other and pretend they are in a different world with only their friends. Play is another way they can reach the zone of proximal development. Reconstruction is another stage which means child experience the same situation again and again as they grow up. Each time they have this experience they can deal with it at a higher level. This means

This can be linked to Vygotsky’s (1978) (cited in Nevid 2007) theory of Zone of Proximal Development. The Zone of Proximal Development is closely linked to scaffolding. Vygotsky sees the Zone of Proximal Development as the area where the child needs the most guidance. He looks at the interaction of peers as a great way of developing skills. The Zone of Proximal Development provides support for the learner’s development. According to (Nevid 2007) the followers of Vygotsky believe that parents and practitioners should use the skill of scaffolding in order to support children when they are gaining new

First we have the actual development level, Vygotsky explained that this level is the upper limit of tasks one can perform independently. The second level is the level of potential development, Vgotsky said that it is “the upper limit of tasks that one can perform with the assistance of a more competent individual.” Vgotsky (1934) also viewed that the zone of proximal development is the area that most sensitive instruction and guidance has take place. According to Vgotsky (1934), by this it will allow the children to further develop their skills using their higher mental functions.

171).” This, in other words, is when a child cannot completely perform a task independently but can do it with a bit of assistance from a more competent figure. This zone of proximal development is something I experience with Blair. At two years old she has got to pick out her tooth and hairbrush, but she still needs a bit of help with both operations. Another idea that Vygotsky believed in was the method of scaffolding. This is known as the support for learning and problem solving that encourages independence and growth (Feldman 2012). For example, sometimes Blair has a tough time communicating using her words. I often encourage conversation by asking questions that instigate more of a response from Blair. This helps her grow in her communication and is good practice for her. Cognitive development was viewed by Vygotsky as the product of social interactions. He focused on the social aspects of development and learning instead of concentrating on individual performance.

Consistent use of scaffolding techniques throughout the lesson. Introduce a new concept using a lot of scaffolding and decrease support as time goes on.

The adult scaffolds the knowledge and behaviour that enables new skills to be developed by the child. Vygoksky developed the theory of ‘zone of proximal development (ZPD)’. This described the gap between what the child was able to achieve independently and what they could do with support. Vygosksy acknowledged the significance that family and communitity had and believed that social and cognitive development worked together and emphasised the significance that family community and language played in a child’s development. If a child lacks these early experiences then their language development, social skills and knowledge and understanding may be

I feel that to best understand and help struggling students, it’s important to understand the process of learning and theories behind it. “A child’s ability to learn depends on the child’s current maturational status” (Lerner & Johns, 2015, p. 131). Developmentally, “each individual has a preset rate of growth for various human functions, including cognitive abilities” (Lerner & Johns, 2015, p. 131). Various abilities mature at different rates, however, there are certain milestones that children and adolescents hit within an age range; this includes learning. This should be kept in mind, as teaching needs to be at the appropriate difficulty level for the student; this is called the Zone of Proximal Development. Each students zone is different, however, a majority of a general education classroom will fall into the same zone, as they are alike developmentally. It becomes difficult to determine this level when students fall above or below their typically developing peers.

The zones were actual, proximal and future. The zone of actual development is what the child is able to do independently, the zone of proximal is what the child is able to do with help and the future is what the child will learn and carry on to do independently once they have received the support they need. According to Meggitt, C, ' The zone of proximal development (ZPD), sometimes called the zone of potential development- this means that then child can do with help now what it will be possible for him or her to do alone with no help later on' (2015:57). Vygotsky viewed development as a continuous process.

Justification of this critique was also provided by Vygotsky theory of development .Vygotsky (1929) believes that adults and child’s peers are involved in shaping cognitive development of the

Lev Vygotsky believed that children learn from their own experience. As a teacher I have grown to learn that Vygotsky’s findings are true in so many ways. Just from watching the children in my classroom I see that the Zone of Proximal Development and Scaffolding play a huge part in the development of a child.