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Zone of Proximal Development: (Lev Vygotsky)

The zone of proximal development (ZPD) refers to the difference between what a learner can do independently and what they can achieve with guidance and collaboration. Vygotsky believed learning occurs in this zone through social interactions with a more knowledgeable other, such as a teacher, and scaffolding activities. When tasks are within a learner's ZPD, providing the right assistance allows them to develop skills and knowledge they could not yet achieve alone.

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103 views21 pages

Zone of Proximal Development: (Lev Vygotsky)

The zone of proximal development (ZPD) refers to the difference between what a learner can do independently and what they can achieve with guidance and collaboration. Vygotsky believed learning occurs in this zone through social interactions with a more knowledgeable other, such as a teacher, and scaffolding activities. When tasks are within a learner's ZPD, providing the right assistance allows them to develop skills and knowledge they could not yet achieve alone.

Uploaded by

Wing Causaren
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Zone of Proximal

Development

(Lev Vygotsky)
The zone of proximal development (ZPD)
has been defined by Lev Vygotsky 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 -Lev Vygotsky, Mind in Society, 1978
Zone of Proximal Development
Potential Level (new skills/knowledge close to
mastering)

Actual Level (existing


Knowledge)

Zone of proximal
Development
Learning happens because we interact with
our environment.

We develop because we learn.

In order for the child to learn, he/she must


presented with a tasks. That are just out of
reach of their current ability.
Tasks that are too simple or already within
the child current abilities, do not promote
learning.

Tasks that are too complex become


frustrating, and do not promote learning.
Vygotsky believed when a student/child is
in the zone of proximal development for a
particular task, providing the appropriate
assistance will give the student enough to
“boost” to achieve the task.
Essential factors which aid the learning
process:
The presence of a More Knowledgeable
Other
Social Interactions
Scaffolding, or supportive activities
More Knowledgeable Other
Refers to someone who has a
better understanding or a higher
ability level than the learner, with
respect to a particular task,
process, or concepts
Social Interactions
According to Vygotsky (1978), much
important learning by the child occurs
through social interactions with a
skillful/knowledgeable person. The MKO
model behaviors and/or provide verbal
instructions for the child. He refers to this
as cooperative or collaborative dialogue.
Scaffolding
Activities provided by the
educator, more competent peer, to
support the students as he or she
is led through the zone of
proximal development.
Zone of Proximal Development
Potential Level (level that the learner
achieves with the assistance )

Actual Level (level that the L


learner achieves when alone
E
A
MKO R
Social Interactions
Scaffolding N
I
N
G
Zone of proximal
Development
The ZPD is a supported zone, where
we move students from where they
are comfortable but not increasing
their development , to the space
where it’s a bit beyond them but with
guidance or social interactions and
scaffolding from MKO they can be
challenged into development.
For example, imagine a learners has just
mastered basic addition. At this point,
basic subtraction is introduced to a
learners (new concept) it may enter their
ZPD, meaning that they have the ability to
learn subtraction and will likely be able to
master it by providing appropriate
assistance and support from more
knowledgeable person or peers.
Applications of ZPD in the Classroom
Step-by-step process by which a teacher can apply the
zone of proximal development:
 First, a teacher should identify what a student already
knows. By identifying this prior knowledge, the
teacher can build on that skill set when introducing
new concepts.
 Next, the teacher can build on this knowledge through
scaffolding; the scaffold will help students move from
what they already know to what they should know by
the end of class. When planning lessons, teachers
should keep in mind the scaffolding process by
integrating guided practice in their lesson plans.
 Last, teachers can help students connect their new
learning to their prior knowledge. For example, if a
math teacher has just taught children how to subtract
numbers, the teacher might then relate this concept back
to addition.

All in all, through applying the concept of the zone of


proximal development, the teacher identifies what a child
already knows, teaches him or her something new to add
to it, and then relates this back to his or her prior
knowledge so that he or she can now understand the new
concept with assistance.
“What a child can do
today with assistance, she
will be able to do by
herself tomorrow”
-Lev S. Vygotsky
Applications of ZPD in the Classroom

It is important to realize that the


zone of proximal development is a
moving target. As a learner gains
new skills and abilities, this zone
moves progressively forward.
Applications of ZPD in the
Classroom

Teachers and parents can take


advantage of this by continually
providing educational opportunities that
are a slight stretch of a child's existing
knowledge and skills.
Applications of ZPD in the Classroom

By giving children tasks that they


cannot quite do easily on their own
and providing the guidance they
need to accomplish it, educators can
progressively advance the learning
process.

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