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It is not too challenging.

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Learning is most effective with guidance from others.

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Vygotsky argues that learning happens through our social interactions, and thus is dependent on experience.

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One of the foundations of constructivism.

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The difference between what a learner can do without help and what they can't do.

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Vygotsky believed that all cognitive development happens through social learning, and thus is inextricable from one’s social-cultural context

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Vygotsky leans towards the nurture side of the debate, seeing intelligence as something changeable, and dependent on learning and culture.

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Social interaction plays a fundamental role in the process of cognitive development. In contrast to Piaget’s, Vygotsky felt social learning precedes development. He states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological)

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The MKO refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO could also be peers, a younger person, or even computers.

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From a Vygotskian perspective, ability (or lack of ability) is not inherent or genetic. Rather a child will learn most effectively if the learning is within his ZPD. Learning outside of a learner's ZPD – i.e. learning that is too challenging – will be inaccessible, opening the child up to failure and affecting his/her confidence as a learner.

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Consists of activities provided by the educator to support the student through the ZPD. Support is withdrawn as it becomes unnecessary. Then student will be able to complete task on their own.
Others have taken ZPD and developed it into scaffolding.

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An interesting element of Vygotsky's construct of the ZPD is the stipulation that learning and teaching should happen in 'whole' or 'authentic' activities that mimic real life. For example, a child should not be taught to write as an abstract skill, rather through purposeful tasks such as writing a letter. The activities should create a need to achieve the new learning as this establishes the environment in which the ZPD of the learner is embedded.

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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.