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Example of ZPD: A Student is still struggling with telling analog time to the minute but can independently tell time to the quarter-hour. Their ZPD is to learn how to tell time to the nearest 5 minute and the one-minute marks.

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To apply the concept of the zone of proximal development, teachers instruct in small steps according to the tasks a child is already able to do independently. This strategy is referred to as scaffolding. The teacher should also support and assist the child until he or she can complete all of the steps independently.

Before teachers can begin guiding students through the steps necessary to learn a concept, they should get a grasp of how these tasks, referred to as scaffolds, are applicable to everyday life. The teacher then builds on these scaffolds to develop the child's zone of proximal development. To most effectively teach by using the zone of proximal development, teachers should stress the connections between the learner's prior knowledge of a task in everyday contexts with the new task or concept being learned. For example, let's say a teacher is instructing students about the water cycle. If a teacher has already taught a lesson on the concept of evaporation, the teacher should use this prior knowledge of evaporation when introducing information about condensation. The child will then be able to make connections between the different phases of the water cycle.

Connections between the task being learned and how it's applicable to the skills needed in everyday life might not become apparent immediately; in fact, they might take several lessons to develop. Through further reading and coursework, children continue to make associations between ideas and everyday experience. For example, a learner might not immediately grasp how learning addition might apply to his or her everyday life. However, when asked to add the number of apples in one group to the number of oranges in another group, the student might then be able to make the connection between the theory of addition and counting everyday objects. In some cases, the teacher might not be the most effective person to convey a concept. Group work and collaborative projects with peers who have mastered a task or concept might prove effective as well.

Here's a look at the 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 master dividing decimals, the teacher might then relate this concept back to multiplying decimals.

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.

Related HowStuffWorks Articles

Sources

"Constructivist Theory." Learning and Teaching.http://www.learningandteaching.info/learning/constructivism.htm

"Four Stage Model of ZPD." North Central Regional Educational Laboratory. http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1zpd.htm

"Social Development Theory: Vygotsky." The Theory into Practice Database. http://tip.psychology.org/vygotsky.html

"Zone of Proximal Development." North Central Regional Educational Laboratory. http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1zpda.htm

"Zone of Proximal Development." Learn NC. http://www.learnnc.org/lp/pages/5075

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What is the zone of proximal development?

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To apply the concept of the zone of proximal development, teachers instruct in small steps according to the tasks a child is already able to do independently. This strategy is referred to as scaffolding. The teacher should also support and assist the child until he or she can complete all of the steps independently.

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Vygotsky's Zone of Proximal Development Explained with Examples

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The zone of proximal development (ZPD), also known as the zone of potential development, is a concept often used in classrooms to help students with skill development.

The core idea of the ZPD is that a more knowledgeable person can enhance a student's learning by guiding them through a task slightly above their ability level.

As the student becomes more competent, the expert gradually stops helping until the student can perform the skill by themselves.

The idea of the ZPD came from a Russian psychologist named Lev Vygotsky in the early 1900s. Vygotsky believed that every person has two stages of skill development:

1. a level they can achieve by themselves

2. a level they can achieve with the help of an experienced mentor or teacher

He referred to the level an individual can achieve with help as their ZPD.

The idea of pairing instruction with a student is known as scaffolding, which is one of the core concepts of Vygotsky's idea of the ZPD. The person performing the scaffolding can be a teacher, a parent, or even a peer.

Scaffolding and the ZPD are often used in preschool and elementary classrooms, but the same principles can be applied outside of a school setting.

A parent teaching a child how to ride a bike or a coach walking an athlete through how to throw a ball are also an example of these concepts.

In this article, we'll break down the different stages of the ZPD and explain how the ZPD and scaffolding can be practically applied to help an individual's learning.

The ZPD can be broken into three stages. Think of them as a series of overlapping circles:

1. Tasks the learner can do without assistance. This category includes everything a person can do without help from a more experienced individual.

2. Tasks the learner can do with assistance. This category includes tasks a person can't work through by themselves but can work through with help, also known as their ZPD.

3. Tasks the learner can't do with assistance. The final category includes tasks that are too difficult to perform even with an instructor's help. For example, a young child might be able to spell out their own name by themselves but might need help from someone else to write the complete alphabet. The task is above their skill level and outside their ZPD.

Instructional scaffolding is a method of teaching that helps a student learn a new skill.

It involves a more knowledgeable person guiding a student through a task that's in their ZPD. As a learner's ability to complete a skill improves, the instructor should lessen the amount of aid they provide.

The concept can be applied in the classroom to a variety of subjects, including language, math, and science.

Teachers can use scaffolding by using techniques like:

modeling

providing examples

working one-on-one with students

using visual aids

Scaffolding can also be used outside the classroom. Many coaches may use scaffolding in sports to teach athletes new motor skills.

Scaffolding provides a student with a supportive learning environment where they can ask questions and receive feedback. The following are some benefits of scaffolding a student:

motivates the learner

minimizes frustration for the learner

allows the learner to learn quickly

provides a personalized teaching experience

allows for efficient learning

The following are examples of questions you could ask a learner while scaffolding them to help them with their learning:

What else could you do here?

When you do this, what happens?

What do you notice?

What could we do next?

Why do you think that happened?

Who can be a 'more knowledgeable other'?

In Vygotsky's framework, the "more knowledgeable other" is a term for someone who guides a learner through a new skill.

This can be anybody with a mastery of the skill being taught. In a classroom setting, it's often a teacher or tutor.

However, even a peer with mastery of the subject could potentially scaffold another student.

When performed properly, the concept of the ZPD and scaffolding can help students solve problems that would otherwise be beyond their capability. Here are a couple examples of how it could be used in the classroom.

Example 1

A kindergarten student is learning how to add two numbers together. They can successfully add numbers together that are less than 10 but have trouble with bigger numbers.

Their teacher shows them an example of how to solve a problem using large numbers before getting them to try a similar problem themselves. When the student gets stuck, the teacher provides hints.

Example 2

A child in preschool is trying to learn how to draw a rectangle. Their teacher breaks down the process for them by first drawing two horizontal lines and then drawing two vertical lines. They ask the student to do the same.

Even though scaffolding has many benefits for learners, there may also be some challenges in a classroom setting.

To properly scaffold, the teacher needs to have an understanding of a student's ZPD to make sure the student works at an appropriate level.

Scaffolding works best when a student is working within their skill level. If they're working above their ZPD, they won't benefit from scaffolding.

The following are also potential problems in the classroom when it comes to scaffolding:

It can be very time consuming.

There may not be enough instructors for each student.

Instructors need to be properly trained to get the full benefit.

It's easy to misjudge a student's ZPD.

Teachers need to take an individual student's need into account.

The ZPD and scaffolding are two concepts that can efficiently help someone learn a skill.

Scaffolding involves an experienced instructor guiding a learner through a task that's in their ZPD. An individual's ZPD includes any task that can only be completed with help.

When scaffolding a learner, the goal isn't to feed the learner answers but to aid their learning with certain techniques, like prompting, modeling, or giving clues.

As a learner starts to master a skill, the amount of support given should be reduced.

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Zone of Proximal Development Relation to Children's Education

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The zone of proximal development (ZPD), also known as the zone of potential development, is a concept often used in classrooms to help students with skill development. The core idea of the ZPD is that a more knowledgeable person can enhance a student's learning by guiding them through a task slightly above their ability level.

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Dave Cornell (PhD) and Peer Reviewed by Chris Drew (PhD)

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15 Zone of Proximal Development Examples (2023)

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The zone of proximal development (ZPD) refers to what an individual can do with the help of an expert. They cannot accomplish that task completely on their

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In my last post, we covered the basics on ZPD: what it is, why it matters, and how to identify it for each student. That was ZPD 101. (Bill Amend, of FoxTrot fame, must read this blog regularly because he just drew a hilarious strip about what it can feel like for a student to tackle math outside their ZPD.) I'm so glad you're back for more. Let's keep exploring.
What scaffolding is-and isn't
Once we know where students are academically, we can begin to think about how to challenge and support them, specifically by planning instruction targeted on content they can't yet access independently and by providing appropriately designed and timed scaffolds so they can get there on their own, eventually. The instruction and scaffolds are always intended to give students frequent access to grade-level content so they can reach those standards, that high bar set for them and their classmates. Ready to delve into how to do that? Let's start at the very beginning: by demystifying scaffolding.

In my experience, scaffolding is one of the most misunderstood and misused approaches in education. In our professional learning workshops, we define scaffolding as the temporary supports teachers provide students so they can access complex content. "Temporary" is a key word there (as critical as the word "complex." Don't lose sight of those grade-level standards). Driven by positive intent to prevent student frustration, many teachers tend to leave a scaffold in place for too long, creating the potential for students to become reliant on the support and decreasing the likelihood of independence and growth.

We recommend designing scaffolds by planning with the end in mind, that is, beginning with grade-level standards and determining how to provide all students access and opportunities for mastery. Then construct specific plans for when and how scaffolds will be removed as students achieve successive levels of independence with content. Just like physical scaffolding on buildings is removed as construction is completed, supportive learning structures and strategies must be incrementally removed when formative data indicates students no longer need them to be successful.

[I]nstruction and scaffolds are always intended to give students frequent access to grade-level content so they can reach [...] standards, that high bar set for them and their classmates.

7 ways to scaffold
Whether you're teaching online, following a hybrid model, or in person, your presence (literally, if you're stuck behind a computer) is critical to the success of scaffolding. You are that more knowledgeable other Lev Vygotsky was referring to in his work. And just like you would never leave a child who can't swim alone in a pool, you'll always provide support to students working in their ZPD. Your support keeps their motivation for learning afloat (pun intended). Sometimes your role will be swimming instructor, jumping into the pool with your students, teaching them things like how to breathe or how to do the backstroke. Other times, you'll serve as lifeguard, staying dry and keeping an eye on things as you allow your students to interact with the flotation devices they need before they're ready to dive into the deep end solo. When you can't be at the pool at all, you'll ensure your students have a life vest-and know how to put it on.

General scaffolding strategies can be used in many contexts. Here are seven approaches to try:

1. Activate prior knowledge: Connect new learning to prior learning to build relevance and bridge understanding.

2. Build prerequisite knowledge: Create opportunities for students to build the content- or context-specific knowledge needed for access and understanding.

3. Try mini lessons: Break learning into smaller, more manageable chunks that build progressively in complexity.

4. Use visual, sensory, or auditory aids: Support multiple modes of learning using models, videos, artifacts, experiences, recordings, and read-alouds to reach students in different ways.

5. Have some Think-Write-Talk time: Provide low-stakes opportunities for students to process through thinking, writing, speaking, and listening, both independently and collaboratively.

6. Include intentional practice: Gradually release students to successive levels of independence through the I Do, We Do, You Do model.

7. Introduce increasingly complex questions or tasks: Design and order tasks and questions to build from simple to complex in a way that helps students gain just-in-time insights or skills.

Scaffolding may look different depending on your content area. Here are some things to take into account.

Reading and ELA teachers, you have your work cut out for you. It can feel especially difficult to give all students access to grade-level text when many of us are so used to reading-level books. But as my colleague Cindy Jiban explained in "Let's talk equity: Reading levels, scaffolds, and grade-level text," approaching readers with leveled texts can be very problematic. Timothy Shanahan, of the University of Illinois at Chicago, provides a compelling exploration of the difference between instructional level and ZPD in reading in his blog, too.

What can make this challenge a little easier? Consider the primary features of the complex grade-level text that is at the center of your upcoming instruction. What supplemental text-dependent questions can you develop to help students make sense of the text? Which related prior grade-level standards will help you add additional scaffolds to your text-dependent questions? Where might students struggle with the qualitative features of the text, i.e., structure, levels of meaning, knowledge demands, and language demands? Can you prepare students for the text through a mini lesson on knowledge building or vocabulary development?

[S]caffolding [is] the temporary supports teachers provide students so they can access complex content. 'Temporary' is a key word there (as critical as the word 'complex.' Don't lose sight of those grade-level standards).

For example, if the text relies on figurative language and a student's ZPD indicates they may not have a strong understanding of metaphors, provide additional opportunities to engage with metaphors. Maybe introduce one they're probably familiar with, like "a barrel full of monkeys" or "a blanket of snow," using some pre-planned questions for small group activities. Ask them to consider what these phrases are really saying. Can they picture how chaotic it would be to have a barrel with monkeys inside? Does the snow outside their window or in their favorite scene in Frozen look like the blanket on their bed? Practicing with common metaphors will help them make more sense of the figurative language found within that grade-level text you want them to access. And it will increase the likelihood that they'll be able to make sense of that text.

Those who teach social studies, science, and other subjects know their students do plenty of reading, reading that can help them understand the concepts they're trying to teach. In your case, your students are reading to learn-as opposed to learning to read-and there's a lot you can do to support that.

Think critically about the grade-level text that will be used with your instruction. For example, if the text relies on a particular structure, and if the students' ZPD indicates they may need support with understanding big-picture organization, provide time for students to learn about how the text is organized before getting into the material. Or, if the text relies heavily on content-specific vocabulary and assumes a level of current understanding a student doesn't have, consider pre-teaching the words and word roots that students will need to understand to best make sense of the text. In a biology class, it could be helpful to define the word "photosynthesis" ahead of time and to clarify what the prefix photo- and the root -syn- mean, for example.

Math teachers, you'll want to consider the grade-level standard of instruction you're focused on. What does the progression of concepts and skills for the standard look like within and across grade levels? What are the aspects of rigor?

Reference a district or state learning progression, curriculum scope and sequence, or, for schools using Common Core State Standards, a tool such as Achieve the Core's Coherence Map to identify the prerequisite skills and concepts students need to support the grade-level instruction. Cross-reference these skills with the learning statements and evidence you've gathered about students' current level of understanding. Consider scaffolding instruction for students by providing supportive resources or tools or by pre-teaching key skills and vocabulary.

For example, if students are struggling with the concept of numerical fractions, consider scaffolding their understanding by reviewing skills earlier in the fraction progression, including visual models of parts-to-whole. Additionally, math teachers may need to support student access to math texts in the form of word problems. Consider teaching the common structures and language of word problems and using graphic organizers to support students' comprehension and sense-making.
Pitfalls and barriers to avoid

In order to effectively operate in the ZPD, every learner must experience productive struggle, or effortful learning.

Scaffolding and ZPD are all about just-right support for just-right content. When we set a learning task too far past readiness or do not provide appropriate scaffolding, learners are likely to enter the panic zone, aka, frustration, and shut down (think Paige in ). Too many experiences with frustration can lead to learned helplessness, a state where learners view themselves as incapable of self-agency or successful engagement in the learning process. Learners who experience learned helplessness tend to manifest self-protective behaviors, such as disruption to the learning environment, disengagement, absenteeism, and even school dropout. When we set the learning task too far below readiness, on the other hand, learners can enter the apathy zone, aka, boredom. Too many experiences with boredom-where we simply reinforce what learners already know and can do rather than provide opportunities for challenge-can lead to similar outcomes associated with frustration.

In order to effectively operate in the ZPD, every learner must experience productive struggle, or effortful learning. Closing the gap between what learners can do and what they can't do yet, moving them from current development to potential development, will not happen in the absence of productive struggle. And by its very nature, struggle is challenging, so how do we make it productive?

Teaching about mindsets and habits is as important as providing appropriate scaffolds and supportive instruction. It's imperative to consider how you might cultivate growth mindset, perseverance, resilience, and self-efficacy for learners. It is through intentional practice that learners gain the skills needed to move along the continuum toward greater mastery of concepts, including mindsets and habits. I encourage you to watch my YouTube video on growth mindset, check out the free mindset kit on mindsetkit.org, and use LearnStorm growth mindset activities through Khan Academy. Remember to pay particular attention to indicators of growth mindset, perseverance, resilience, and self-efficacy among your students by asking questions like these:
Move from theory to practice

How long do students tend to persist before asking for help or giving up? (Persistence)

What kinds of statements do students make about the learning or themselves as learners? (Growth mindset)

How do students respond in the face of struggle or setbacks? (Resilience)

What kinds of strategies or self-talk do students effectively employ? (Resilience, self-efficacy)

How confident are students in the learning process? To what degree do they see themselves as agents in their own learning? (Growth mindset, self-efficacy)

This is the second post in a series on using ZPD to inform instruction. Read the introductory post.
Do you know the ZPD for all of your students? In my last post, I explained that the best ways to determine ZPD are classroom and interim assessment. If your school didn't administer MAP® Growth™ remotely this fall, no problem! There is still a lot you can do, especially with formative assessment. I encourage you to begin exploring what you know about your students so far and how you can set specific goals for incorporating ZPD-informed scaffolding into your practice.

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7 ways to use ZPD and scaffolding to challenge and support students - Teach. Learn. Grow.

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In my last post, we covered the basics on ZPD: what it is, why it matters, and how to identify it for each student. That was ZPD 101. (Bill Amend, of FoxTrot fame, must read this blog regularly because he just drew a hilarious strip about what it can feel like for a student to tackle math outside their ZPD.)

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The zone of proximal development (ZPD): The power of just right

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Kids are still bouncing back from pandemic remote schooling. Locating their zone of proximal development can help teachers plan instruction.

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Example: Math

The teacher introduces a variety of math strategies for addition, subtraction, multiplication, and division. The teacher models how to do the strategies by giving examples, creating anchor charts, and having students practice.

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Preschool teachers have the incredible privilege of guiding children through many growth and development stages. With the support of their teachers, children learn new skills alongside their peers and strengthen their abilities. Without this crucial support, many children would not be able to reach their full potential.

The zone of proximal development (ZPD) underlines this concept by arguing that there is a gap between what children can learn independently and what they can achieve with the support of a skilled partner or teacher. This concept can be used by teachers to recognize where a child is in their own development and guide them toward their next steps, leading to an increase in learning and knowledge.

In this article, we'll explain more about the zone of proximal development and how to use it best when teaching young children.

What is the zone of proximal development?

The zone of proximal development (ZPD) was created in the 1920s by Lev Vygotsky, a Russian psychologist. His definition of ZPD is "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."

According to Vygotsky , each child has a set of skills they can accomplish by themselves and skills they can accomplish with the help of a more experienced partner or teacher. The space between these two stages of development is where preschool teachers can step in and use ZPD to assist children in moving from one developmental stage to the next.

Source

Leading children through the zone of proximal development

Once a teacher has identified that a child needs support mastering a skill or completing a task, they can effectively move them through their zone of proximal development until they have reached independence in completing the task or have mastered a skill without assistance.

Vygotsky described four stages of ZPD:

Stage I: Assistance provided by others

When a skill is in a child's zone of proximal development, they need support from someone more knowledgeable and experienced (such as a teacher, parent, caregiver, or peer) to accomplish the task.

Stage II: Assistance provided by self

In this stage, a child has developed a greater understanding of the skill and can "self-assist" by reflecting on what they've been taught and how they previously practiced it. They may still need some support at this stage, but they're beginning to take more control and are getting closer to doing it on their own.

Stage III: Automatization through practice

By the automatization stage, the child no longer needs assistance with the task. They have fully developed and internalized the skill.

Stage IV: De-automatization to earlier stages

Sometimes, a child may experience a fourth stage, where they regress to earlier stages of learning. This can occur when faced with a new environment or different demands. The child will then start again from stage one and progress through each stage, leading to stronger and more solidified learning.

Why is the ZPD important in early childhood education?

In early childhood, the brain is undergoing remarkable and rapid changes. A high-quality early education is key for optimal development across all domains and plays a significant role in kindergarten readiness and future academic success.

The zone of proximal development allows teachers to tailor lesson plans and learning experiences by taking advantage of the classroom social dynamics and the array of children's skills present. This is especially true in a mixed-age classroom where an older peer may act as a mentor, teaching or modeling a new skill to a younger peer.

The ZPD also directs teachers to approach a child's development through the lens of their potential. This involves concentrating on what the child can do and assisting them in reaching their goals. By evaluating each child's present skills, determining what they can achieve on their own, and identifying what they require support for, teachers can help children set realistic goals and achieve them.

Source

Using ZPD in the classroom

The term " scaffolding " commonly appears alongside the ZPD in teaching materials. In early education, scaffolding is when educators provide children the right tools and support at the right time, such as breaking down lessons into smaller, more manageable segments, to promote children's development. Educators gradually decrease their support as children become better at grasping new concepts and material. With timely guidance and support, children can gain a more advanced level of understanding and skill.

Preschool teachers can use scaffolding techniques to help children learn new skills in their zone of proximal development. Examples of scaffolding techniques include:

The zone of proximal development gives teachers a whole new perspective to interact with children and help them reach their fullest potential. To support children's development teachers can focus on:

Children building meaningful relationships with each other to promote social learning.

Creating opportunities for peer mentorship and small group work.

Breaking down difficult tasks into actionable steps that children can follow and incorporate.

Partnering with families

A child's educational journey is greatly influenced by the collaboration between teachers and families, especially when they use the zone of proximal development. The first step is for teachers to identify the child's ZPD and communicate this to families. This helps families understand where their child stands in their learning journey. With this mutual understanding, teachers and families can create effective strategies and activities focusing on the child's ZPD.

For example, teachers can establish an open line of communication such as sending regular progress reports on the child's development. With a tool like brightwheel's daily activity report feature , you and your staff can share real-time updates with families, send daily reports, and record milestones in one central place. Teachers can also create an individualized learning plan and share it with parents and guardians and they can schedule regular parent-teacher meetings to discuss the child's progress. Consistent communication between teachers and families is crucial to assess progress, make necessary adjustments, and celebrate achievements together.

Additionally, teachers can provide families with resources, materials, and guidance on how they can support their child's learning at home. It is essential that the activities provided are challenging yet not too difficult. Families play a vital role in their child's education by creating an environment at home that promotes learning. They can achieve this by offering emotional support, encouragement, and a positive attitude toward learning. Parents and guardians can gain valuable insights into their child's ZPD by observing their struggles and successes. They can then tailor their involvement to meet their child's specific needs.

It is also important for families to work closely with teachers to ensure that learning goals are aligned and that concepts taught in the classroom are reinforced at home. This partnership between teachers and families empowers children to reach their full potential, bridging the gap between what they can do independently and what they can achieve with guidance and support. Ultimately, it promotes a holistic and effective approach to education that benefits the child's overall development.

Final thoughts

The concept of the zone of proximal development is a great way for preschool teachers to give children effective learning tools that can help them grow. By challenging their critical thinking skills and helping them build their own relationship with learning, teachers will see how children reach a new level of confidence. This will help them develop a healthy approach to learning and turn challenges into learning opportunities.
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What is the Zone of Proximal Development?

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Learn what Vygotsky's zone of proximal development teaches about childhood skill development and how to apply the concept in your preschool classroom.

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Zone of Proximal Development and Scaffolding EXPLAINED!