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- Balakrishnan, V. and Narvaez, D. (2016) 'A reconceptualisation of Vygotsky's ZPD into ZCD in teaching moreal education in secondary schools using real-life dilemmas', Cogent Education, vol. 3, no. 1, pp. 1-15

- Garris, R., Ahlers, R. and Driskell, J. E. (2002) ‘Games, motivation, and learning: A research and practice model’, Simulation Gaming, vol. 33, no. 4, pp. 441–467

-Freeman, S. and Kasari, C. (2013) ‘Parent-child interactions in autism: Characteristics of play’, Autism, vol. 17, no. 2, pp. 147-161
A study highlighting the importance of playing within a child with ASD’s ZPD, resulting in increased engagement and play level. This article also discusses the mismatch between a child with autism’s mental, chronological and play levels, making it harder for parents to judge the appropriate level of play

-Pierucci, J. M (2013) 'Mothers scaffolding play in children with autism spectrum disorders', MI: ProQuest
A study examining mothers’ scaffolding techniques with toddlers with ASD, highlighting the importance of scaffolding children’s play. This study specifically examines how toddlers with ASD socially engaged in their mother’s scaffolding techniques, with focus upon developmental, social and play skills.

-Robins, G. (2012). 'Praise, motivation, and the child.' New York, NY: Routledge. pp37-40
A further insight into the social process of scaffolding and how it was introduced into educational theory. This book also highlights Bruner's key text The Process of Education where he outlines four themes to create a spiral curriculum as well as the importance of positive reinforcement when using the process of scaffolding.

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- Thinking about the statement “what the child can do in cooperation today he can do alone tomorrow", is it beneficial for children with Autism Spectrum Disorders to be educated amongst typically developing children in mainstream schools?
- Considering how effecting scaffolding in play with children with ASD is, should scaffolding be used more frequently in the general population?
-Vygotsky never proposed any specific methodology for the use of ZPD in teacher education. Consider how Vygotsky’s theory could be applied in education?

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Consider these guidelines for scaffolding instruction

•Assess the learner's current knowledge and experience for the academic content.

•Relate content to what students already understand or can do.

•Break a task into small, more manageable tasks with opportunities for intermittent feedback.

•Use verbal cues and prompts to assist students

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A current study was a single subject design that evaluates a social communication intervention. Improving parents as communication teachers for toddlers with ASD.

Mothers scaffolding techniques (i.e.,

comments, requests, and prompts) were explored during mother-child play samples

AS A RESULT, Simulation Modelling Analysis (SMA) showed that mothers scaffolding techniques and

children's social engagement to these techniques increased

This study examined how:

1) mothers scaffold play of toddlers with ASD,
2) toddlers with ASD socially engaged in

mothers scaffolding techniques, and
3) developmental, social, and play skills of toddlers with

ASD changed from pre- to post-and pre- to post 2-intervention. Overall, this study aimed to

highlight the importance of and need for parents to scaffold children's play

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Mothers scaffolding play in children with autism spectrum disorders - ProQuest

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This is a short preview of the document. Your library or institution may give you access to the complete full text for this document in ProQuest.

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Bruner and Vygotsky emphasise a child's environment, especially the social environment,  adults should play an active role in assisting the child's learning.

Social interaction is a fundamental role in the development of cognition

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Serious game interventions for individuals with autism

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Serious game interventions for individuals with autism

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Serious games use components such as: storyline, long-term goals and rewards

Adaptive progressions - The level of difficulty of the training is increased over time and specifically adapted to the player’s in–the-moment game performance - maintains performance level between 75 and 85% without frustrating the individual

Empirical research indicates that active cognitive processing of material is necessary for effective learning (Wouters et al. 2008)

Learning is enhanced when participants discover and use information rather than memorize it (Garris et al. 2002)

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Parent-child interactions in autism - Play

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Parent-child interactions in autism - Play

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Consistent with Vygotsky's ZPD theory, joint engagement is maintained for longer when parents engage their child at or slightly above the child's current level of play and expanded their play within this level.

Parents of children with autism had much greater difficulty than parents of typical children in playing at or just above their child’s play level - may be due to mismatch in child's mental, chronological and play levels.

Children with autism demonstrate play levels below their cognitive level - difficult for parents to judge what level to play at

The key in this study was that playing within the child’s zone of development (at or just above their mastered play level) resulted in greater engagement and increased children’s play level and diversity of play through strategic parent interaction strategies.”

(Freeman and Kasari, 2013)

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Balakrishnan, V. and Narvaez, D. (2016) 'A reconceptualisation of Vygotsky's ZPD into ZCD in teaching moreal education in secondary schools using real-life dilemmas', Cogent Education, vol. 3, no. 1, pp. 1-15
Fisher, M., Holland, C., Merzenich, M. and Vinogradov, S. (2009) ‘Using neuroplasticity-based auditory training to improve verbal memory in schizophrenia’, American Journal of Psychiatry, vol. 166, pp. 805–811.
Freeman, S. and Kasari, C. (2013) ‘Parent-child interactions in autism: Characteristics of play’, Autism, vol. 17, no. 2, pp. 147-161
Garris, R., Ahlers, R. and Driskell, J. E. (2002) ‘Games, motivation, and learning: A research and practice model’, Simulation Gaming, vol. 33, no. 4, pp. 441–467.
Mishra, J. and Gazzaley, A. (2014) ‘Harnessing the neuroplastic potential of the human brain & the future of cognitive rehabilitation’, Frontiers in Human Neuroscience, vol. 8, no. 218, pp. e1–e4
Robins, G. (2012). 'Praise, motivation, and the child.' New York, NY: Routledge. pp37-40
Vygotsky, L. (1978) Mind in Society. Edited by Michael Cole and Sylvia Scribner, Cambridge, MA: Harvard University
Press
Vygotsky, L. (1986) Thought and language, Cambridge, MA:
MIT Press
Wood, D. and Middleton, D. (1975). 'A Study Of Assisted Problem-Solving.' British Journal of Psychology, 66(2), pp.181-191.
Wouters, P., Paas, F. and Van Merrienboer, J. J. G. (2008) ‘How to optimize learning from animated models: A review of guidelines based on cognitive load’, Review of Educational Research, vol. 78, no. 3, pp. 645–675

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"learning is, at its core, a largely socially mediated activity, and real learning takes place in students’ ZPD and “What the child can do in cooperation today he can do alone tomorrow". Therefore the only good kind of instruction is that which marches ahead of development and leads it…” (Vygotsky, 1986: 188)" (Balakrishnan and Narvaez, 2016)

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"The zone of proximal development defines those functions that have not yet matured but are currently in an embryonic state" (Vygotsky, 1978: 86)

'' The ZPD is characterized by Vygotsky (1978) 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” (p. 86). ''

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The scaffolding means of modelling, prompting

and providing hinting help to transfer responsibility to the learner

so that they can use them independently when an adult is not

present

Scaffolding is a key feature of effective teaching and can include modeling a skill, providing hints or cues, and adapting material or activity (Copple & Bredekamp, 2009).