Zone of Proximal Development
Zone of Proximal Development
by Saul McLeod published 2010, updated 2012 The zone of proximal development (ZPD) has been 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). Lev Vygotsky views interaction with peers as an effective way of developing skills and strategies. He suggests that teachers use cooperative learning exercises where less competent children develop with help from more skillful peers - within the zone of proximal development. Vygotsky believed that when a student is at the ZPD for a particular task, providing the appropriate assistance will give the student enough of a "boost" to achieve the task. The ZPD has become synomomous in the lterature with the term scaffolding. However, it is important to note that Vygotksy never used this term in his writing, and it was introduced by Wood et al. (1976). Once the student, with the benefit of scaffolding, masters the task, the scaffolding can then be removed and the student will then be able to complete the task again on his own. Wood et al. (1976, p. 90) offer the following definition of scaffolding: 'Those elements of the task that are initially beyond the learners capacity, thus permitting him to concentrate upon and complete only those elements that are within his range of competence'. It is important to note that the terms cooperative learning, scaffolding and guided learning all have the same meaning within the literature.
go by and they learn how to properly serve and hit a backhand. During the week of learning the forehand, the instructor notices that Maria is very frustrated because she keeps hitting her forehand shots either into the net or far past the baseline. He examines her preparation and swing. He notices that her stance is perfect, she prepares early, she turns her torso appropriately, and she hits the ball at precisely the right height. However, he notices that she is still gripping her racquet the same way she hits her backhand, so he goes over to her and shows her how to reposition her hand to hit a proper forehand, stressing that she should keep her index finger parallel to the racquet. He models a good forehand for her, and then assists her in changing her grip. With a little practice, Maria's forehand turns into a formidable weapon for her! In this case, Maria was in the zone of proximal development for successfully hitting a forehand shot. She was doing everything else correctly, but just needed a little coaching and scaffolding from a "More Knowledgeable Other" to help her succeed in this task. When that assistance was given, she became able to achieve her goal. Provided with appropriate support at the right moments, so too will students in our classrooms be able to achieve tasks that would otherwise be too difficult for them.
General encouragement e.g. now you have a go. Specific instructions e.g. get four big blocks. Direct demonstration e.g. showing the child how to place one block on another.
The results of the study showed that no single strategy was best for helping the child to progress. Mothers whose assistance was most effective were those who varied their strategy according to how the child was doing. When the child was doing well, they became less specific in their help. When the child started to struggle, they gave increasingly specific instructions until the child started to make progress again. The study illustrates scaffolding, and Vygotsky's concept of the ZPD. Scaffolding (i.e. assistance) is most effective when the support is matched to the needs of the learner. This puts them in a position to achieve success in an activity that they would previously not have been able to do alone. Wood et al. (1976) named certain processes that aid effective scaffolding:
Gaining and maintaining the learners interest in the task. Making the task simple. Emphasising certain aspects that will help with the solution. Control the childs level of frustration. Demonstrate the task.
Further Information
Vygotsky Cognitive Approach Jean Piaget Jerome Bruner Educational implications of Vygotsky's ZPD
References
Freund, L. S. (1990). Maternal Regulation of Children's Problem-solving Behavior and Its Impact on Children's Performance. Child Development, 61, 113-126. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving.Journal of Child Psychology and Child Psychiatry, 17, 89100. Wood, D., & Middleton, D. (1975). A study of assisted problem-solving. British Journal of Psychology, 66(2), 181191.
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