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A child's learning goals must be personalised to his needs and abilities and his success measured in terms of progress from his personal prior levels, in line with his dynamic and changing ZPD.

Scaffolding and modelling are at the core of the ZPD model (in contrast to, for example, a discovery-learning model). Much research shows how parents model and scaffold their children's learning through mediating language to the developmental level of the child and modelling play activities or tasks.

Modelling and scaffolding are commonplace today in education – the main implications of Vygotsky's work are to ensure that scaffolding is available to all students (not just the weak or SEN students) and that it is geared at the ZPD of the relevant learner, as opposed to a one model fits all approach. The aim of the scaffolding should be to enable the child to access the challenge. It should involve leading questioning and should direct the child to succeed in undertaking the challenging task themselves, rather than offer a sentence starter/word bank/gap-fill approach to managing completion of the task.

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Vygotsky's theories also feed into the current interest in collaborative learning, suggesting that group members should have different levels of ability so more advanced peers can help less advanced members operate within their ZPD.

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As the learner begins to take on more responsibility for the task, the adult dismantles the scaffold indicating that the child has benefited from the assisted performance and internalised the problem-solving processes provided by the previous scaffolded episode.

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In an educational context, scaffolding is an instructional structure whereby the teacher models the desired learning strategy or task then gradually shifts responsibility to the students. According to McKenzie, (1999) scaffolding provides the following advantages:

1. a)  It provides clear directions for students

2. b)  It clarifies purpose of the task

3. c)  It keeps students on task

4. d)  It offers assessment to clarify expectations

5. e)  It points students to worthy sources

6. f)  It reduces uncertainty, surprise and disappointment

7. g)  It delivers efficiency

8. h)  It creates momentum

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How might educational functions of classroom talk be developed

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How might educational functions of classroom talk be developed

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Linking Piaget's 'personal discovery' concept may help students to 'voice their thoughts' and vocalise their opinions to organise their thoughts.

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Developments to be made in the classroom...

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Developments to be made in the classroom...

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3 main ways we should change the function of classroom talk:
1) Teachers should encourage 'dialogic' communications
2) Employ strategies such as open questions, encourage justifications and allow time for thought
3) Find ways for students to appreciate the function and value of talk for learning

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Evaluate the effectiveness of the application of Vygotskian theory

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Evaluate the effectiveness of the application of Vygotskian theory

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Difficult to measure whether his theories are readily used in everyday situations. For example, in a classroom setting a teacher may be applying his techniques without being aware that they are using it.
Individual differences between students also effects how well his theory has been applied because some may be eager to use his techniques compared to others.

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Allows for open questions and for the teacher to check their understanding. More conversational, less authoritative.

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Vygotsky said language is a cultural tool for sharing ideas amongst a society

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(zone of proximal development)
The difference between a child's actual development and potential level of development.

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What are the key concepts/themes of Vygotsky's socio-cultural theory of cognitive development:

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What are the key concepts/themes of Vygotsky's socio-cultural theory of cognitive development:

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Sensitive guidance provided by caregiver which helps to close the ZPD gap.