Vygotsky and Zone of Proximal Development

 

Zone of Proximal Development

Zone of Proximal development is an important concept that relates to the difference between what a child can achieve independently and what a child can achieve with guidance and encouragement from a skilled partner.

For example, the child could not solve a mathematics problem by himself and would have taken a long time to do so (if at all), but will be able to solve it following interaction with the teacher, and has developed competence at this skill that will be applied to future mathematics problem.

Vygotsky (1978) sees the Zone of Proximal Development as the area where the most sensitive instruction or guidance should be given - allowing the child to develop skills they will then use on their own - developing higher mental functions.

Vygotsky also 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.

Evidence for Vygotsky and the ZPD

Freund (1990) conducted a study in which children had to decide which items of furniture should be placed in particular areas of a dolls house.

Some children were allowed to play with their mother in a similar situation before they attempted it alone (zone of proximal development) while others were allowed to work on this by themselves (Piaget's discovery learning). 

Freund found that those who had previously worked with their mother (ZPD) showed the greatest improvement compared with their first attempt at the task.  The conclusion being that guided learning within the ZPD led to greater understanding/performance than working alone.

References:

Jacobs, G. (2001). Providing the Scaffold: A Model for Early Childhood/Primary Teacher Preparation. Early Childhood Education Journal, 29 (20), pp 125-130.

Raymond, E. (2000). Cognitive Characteristics. Learners with Mild Disabilities (pp. 169-201). Needham Heights, MA: Allyn & Bacon, A Pearson Education Company

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Massachusetts: Harvard University Press.

Vygotsky, L. (1997) Educational Psychology. Florida: St. Lucie Press 

Vygotsky, L. S. (1962) Thought and Language. Cambridge, MA: MIT Press 

Wood, D., Bruner, J. & Ross, G. (1976). The Role of Tutoring in Problem Solving. Journal of Child Psychology and Psychiatry, 17, pp 89-100.