Zone of Proximal Development (ZPD)
Vygotsky, in his book entitled Mind and Society, argues from the moment a child is born, learning and development are not separate entities as many other theorists suggest. Rather these two elements are interrelated. Vygotsky proposed a zone of learning existed between what a child could do independently and tasks that could not be achieved unaided. He named this sweet spot of learning, the zone of proximal development (ZPD). Vygotsky defined this 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" (1978).
Examining the ZPD image to the left, the green area illustrates independent, simple tasks which do not challenge the learner. Therefore, there is very little learning experienced in this section. As the difficulty of the task increases, the learner may not be able to complete a task unaided. The assistance of a peer to guide the student results in the successful completion of the task. Thus challenging the student and providing learning opportunities. To read Vygotsky's Mind and Society book, click on the button below. |
Benefits of ZPD
Prior to implementing a learning theory in an educational setting it is important to explore the benefits of the theory not only for the student, but for the educator, as well as the administration.
For the LearnerIn her white paper, Lui (2012) summarizes the benefits of ZPD theory for learners. The following list represent how the student would benefit from this type of instruction:
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For the Educator
According to Knestrick (2013), the following points are ways ZPD theory would benefit educators:
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For the Administration
Knestrick (2013) continues to suggest benefits for ZPD theory for school administrators:
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ZPD in Action
ZPD can be used in any learning scenario for any age group. In the following examples, you will see how, with the assistance of a peer or teacher, these students acquired a new skill that would have been too challenging unaided.
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While teaching within the ZPD framework, Wass and Golding (2014) have created a checklist for educators to reflect on their teaching and to adjust lessons as needed. The following are guiding questions which could improve ZPD delivery.
- Am I teaching in my students’ ZPD? What can my students currently do?
- What can they potentially do with scaffolding?
- Would my assistance offer scaffolding for my students or mere structure?
- What are the most effective scaffolds I can provide?
- Am I providing a conducive teaching environment?
- What could I do to create a more conducive environment for student learning?
- What are the hardest tasks my students can do, if I provide the most effective scaffolds, in the most conducive environment?
Dynamic Assessment
ZPD builds the foundation for dynamic assessment. Vygotsky saw fault in traditional assessment techniques which defines the student's independent learning of a decontextualized task (Lidz, 1995). Rather, he suggested an "interactive" approach to assessments and to focus less on the product the learner produces and more on the process the learner takes (Yildirim, 2008). Importance should be placed on what the learner is able to attain with the assistance of others as this is an indicator of what the learner will be able to accomplish unaided in the future (Yildirim, 2008).
Examples of dynamic assessment could be portfolio-based assessments, language acquisition conversations, and the pretest, teach and retest method.
Examples of dynamic assessment could be portfolio-based assessments, language acquisition conversations, and the pretest, teach and retest method.
References
Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s theory of learning and school instruction. 39-64. Retrieved from http://www.cles.mlc.edu.tw/~cerntcu/099-curriculum/Edu_Psy/Chaiklin_2003.pdf
Ghost Light Creative. (2013, May 10). Teaching kids cartwheels [Video file]. Retrieved from https://www.youtube.com/watch?v=_dDzLhPzAx4&feature=youtu.be
Knestrick, J. (2013, January 14). Early learning: Teacher and administrator benefits of teaching in the zone [weblog]. Retrieved from https://www.nwea.org/blog/2013/early-childhood-learning-teacher-and-administrator-benefits-of-teaching-in-the-zone/#sthash.zZviaDa6.dpuf
Lidz, C.S. (1995). Dynamic assessment and the legacy of L.S. Vygotsky. School Psychology International (16)2, 143-153. DOI: 10.1177/0143034395162005
Lui, A. (2012). White paper teaching in the zone: An introduction to working within the zone of proximal development (ZPD) to drive effective early childhood instruction (White paper). Retrieved from http://sowamslibrary.weebly.com/uploads/2/3/0/7/23079404/teaching_in_the_zone.pdf
Sensory Sun Educational Technologies. (2015, August 25).Teaching alphabetic order to Madilyn: Language arts activity using braille [Video file]. Retrieved from https://www.youtube.com/watch?v=g66aqKB9Kg8&feature=youtu.be
Summerdunshe. (2010, November 16). Nurse teaching fistula care [Video file]. Retrieved from https://www.youtube.com/watch?v=Xc0_SkUBltM&feature=youtu.be
Vygotsky, L. (1978). Mind and society [PDF]. Retrieved from http://www.cles.mlc.edu.tw/~cerntcu/099-curriculum/Edu_Psy/EP_03_New.pdf
Wass, R., and Golding, C. (2014). Sharpening a tool for teaching: The zone of proximal development. Teaching in Higher Education, (19)6, 671-684, DOI: 10.1080/13562517.2014.901958
Yildirim, O. (2008). Vygotsky's sociocultural theory and dynamic assessment in language learning. Anadolu University Journal of Social Sciences (8)1, 301-308. Retrieved from http://uvt.ulakbim.gov.tr/uvt/index.php?cwid=9&vtadi=TSOS&c=ebsco&c=summon&c=ebsco&ano=86977_69237c4a03269d7e9a6a122c498bbdef
Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s theory of learning and school instruction. 39-64. Retrieved from http://www.cles.mlc.edu.tw/~cerntcu/099-curriculum/Edu_Psy/Chaiklin_2003.pdf
Ghost Light Creative. (2013, May 10). Teaching kids cartwheels [Video file]. Retrieved from https://www.youtube.com/watch?v=_dDzLhPzAx4&feature=youtu.be
Knestrick, J. (2013, January 14). Early learning: Teacher and administrator benefits of teaching in the zone [weblog]. Retrieved from https://www.nwea.org/blog/2013/early-childhood-learning-teacher-and-administrator-benefits-of-teaching-in-the-zone/#sthash.zZviaDa6.dpuf
Lidz, C.S. (1995). Dynamic assessment and the legacy of L.S. Vygotsky. School Psychology International (16)2, 143-153. DOI: 10.1177/0143034395162005
Lui, A. (2012). White paper teaching in the zone: An introduction to working within the zone of proximal development (ZPD) to drive effective early childhood instruction (White paper). Retrieved from http://sowamslibrary.weebly.com/uploads/2/3/0/7/23079404/teaching_in_the_zone.pdf
Sensory Sun Educational Technologies. (2015, August 25).Teaching alphabetic order to Madilyn: Language arts activity using braille [Video file]. Retrieved from https://www.youtube.com/watch?v=g66aqKB9Kg8&feature=youtu.be
Summerdunshe. (2010, November 16). Nurse teaching fistula care [Video file]. Retrieved from https://www.youtube.com/watch?v=Xc0_SkUBltM&feature=youtu.be
Vygotsky, L. (1978). Mind and society [PDF]. Retrieved from http://www.cles.mlc.edu.tw/~cerntcu/099-curriculum/Edu_Psy/EP_03_New.pdf
Wass, R., and Golding, C. (2014). Sharpening a tool for teaching: The zone of proximal development. Teaching in Higher Education, (19)6, 671-684, DOI: 10.1080/13562517.2014.901958
Yildirim, O. (2008). Vygotsky's sociocultural theory and dynamic assessment in language learning. Anadolu University Journal of Social Sciences (8)1, 301-308. Retrieved from http://uvt.ulakbim.gov.tr/uvt/index.php?cwid=9&vtadi=TSOS&c=ebsco&c=summon&c=ebsco&ano=86977_69237c4a03269d7e9a6a122c498bbdef