Zone of proximal development PDF

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Student’s name Course name Instructor’s name Date Vygotsky’s Zone of Proximal Development in Children Zone of proximal development is an extent to which an individual performs with close monitoring from more skilled intellectuals. At this stage, an individual cannot perform independently although they are too close to acquiring the skills. For the individual to master these skills, they need scaffolding. Scaffolding is the resource used in the process of learning. The individual will work independently if they can function with these resources absent. Concerning a teacher-student context, we will discuss Vygotsky’s theory on the zone of proximal development. Vygotsky defines the zone of proximal development as "The distance between the actual development 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, 86). Child development was Vygotsky’s main focus. One way that the zone of proximal development can be applied in a classroom context, is students doing assignments that are a bit above their actual knowledge. Doing this means the students will strain their thoughts doing the task thus increasing their thinking capacity. The teacher then will offer the steps and guidance required in the completion of that particular task.

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He also said that for one to wholly understand the level of the child’s development, using the classroom context, a teacher needs to understand there are types of tasks that a student can do with supervision from someone else. Actual development and proximal development are contrasted here. When analyzing a child’s development, he realized that some might have a high IQ but a low ZPD and other low IQ but high ZPD. Consequently, a child might have a high IQ and a high ZPD, and the other a low IQ and a low ZPD (Fani et. al 1552). This is termed as the zone of the actual development of a child (ZAD) and does not define development. ZPD on the other hand is preferable for, with assistance from equipped seniors, the potential of the child is manifested with expectations of a better and developed future.

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Work Cited Chaiklin, Seth. "The zone of proximal development in Vygotsky’s analysis of learning and instruction." Vygotsky’s educational theory in cultural context 1.2 (2003): 39-64. Fani, Tayebeh, and Farid Ghaemi. "Implications of Vygotsky's zone of proximal development (ZPD) in teacher education: ZPTD and self-scaffolding." Procedia-Social and Behavioral Sciences 29 (2011): 1549-1554. Vygotsky, Lev S. The collected works of LS Vygotsky: Scientific legacy. Springer Science & Business Media, 2012....