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Zone of Proximal Development and Scaffolding in the Classroom

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Zone of Proximal Development and Scaffolding in the Classroom

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Introduction

'Okay, class, today we're going to solve equations. Here we go. Who can tell me the answer of this equation: 3 x = 12? No one? Come on, guys. Fine; I guess I'll just stand up here all day until you answer.'

Yikes! Mrs. Green has no clue how to guide her students through this problem! She has assumed all of them know the steps to solving an equation and is not making any attempt to assist. Let's see if we can't help Mrs. Green use some concepts of cognitive development according to Lev Vygotsky.

Zone of Proximal Development and Scaffolding

The psychologist Vygotsky developed a theory of cognitive development that focused on the role of culture in the development of higher mental functions. Several concepts arose from that theory that are important to classroom learning. This lesson will focus on two concepts: zone of proximal development and scaffolding.

The zone of proximal development, commonly referred to as ZPD, is an important principle of Vygotsky's work. ZPD is defined as the range of tasks that a child can perform with the help and guidance of others but cannot yet perform independently.

Within the zone of proximal development there are two levels. First we have the actual development level. This is the upper limit of tasks one can perform independently. The second level is the level of potential development. This is the upper limit of tasks that one can perform with the assistance of a more competent individual.

Vygotsky viewed the zone of proximal development as the area where the most sensitive instruction or guidance should occur. This would allow the child to develop skills to use on his or her own to develop higher mental functions.

Scaffolding is the second concept of focus. Scaffolding is directly related to zone of proximal development in that it is the support mechanism that helps a learner successfully perform a task within his or her ZPD. Typically, this process is completed by a more competent individual supporting the learning of a less competent individual. So, for example, there could be a teacher assisting a student, or a higher-level peer assisting a younger peer.

To understand this concept better, let's think about how scaffolding is used in the construction of a home. The scaffold is an external structure that provides support for the workers until the house itself is strong enough to support them. As the home gains stability, the scaffold becomes less necessary and is gradually removed.

Scaffolding is applied similarly in the classroom. First, the teacher should provide clues about how to proceed through the problem. As the child becomes capable of solving the problem without support, the teacher gradually removes these clues. This process is referred to as fading.

Assessing ZPD

Let's talk a little bit about assessing the zone of proximal development. The zone of proximal development should be assessed by instructors on a regular basis. This can be done through the following steps:

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zone of proximal development and scaffolding in the classroom - video & lesson transcript | study.com

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Zone of Proximal Development and Scaffolding in the Classroom - Video & Lesson Transcript | Study.com

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'Okay, class, today we're going to solve equations. Here we go. Who can tell me the answer of this equation: 3 x = 12? No one? Come on, guys. Fine; I guess I'll just stand up here all day until you answer.' Yikes! Mrs. Green has no clue how to guide her students through this problem!

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https://m.youtube.com/watch?v=NQlhYDzpHVwhttps://m.youtube.com/watch?v=NQlhYDzpHVw

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Vygotsky (1962, 1978) argued that the acquisition and use of language transforms children's thinking. He described language as both a cultural tool (for the development and sharing of knowledge amongst members of a community or society) and as a psychological tool (for structuring the processes and content of individual thought

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-learning that takes place through dialogue
https://www.educ.cam.ac.uk/research/projects/dialogic/whatis.html

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- use open questions
- encourage students to put knowledge into their own words
- press students to elaborate and justify their views
- allow students extended turns to express their thoughts and reveal their misunderstandings
- hold back demonstrations or explanations until the ideas of some students have been heard

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How has Vygotskys theory been applied to learning

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How has Vygotskys theory been applied to learning

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-authorative learning
-collaborative learning (peer support)- beneficial for both students -- Vygotsky emphasised interpsychological (between-people) then intrapsychological (in person) learning

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vygotsky's bio

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Lev Vygotsky was a seminal Russian psychologist best known for his sociocultural theory. He believed that social interaction plays a critical role in children's learning-a continuous process that is profoundly influenced by culture. Imitation, guided learning, and collaborative learning feature prominently in his theory.

Lev Vygotsky's Early Life

Lev Vygotsky was born November 17, 1896, in Orsha, a city in the western Russian Empire. In 1917, he earned a law degree at Moscow State University, where he studied a range of topics including sociology, linguistics, psychology, and philosophy.

His formal work in psychology began in 1924 at Moscow's Institute of Psychology. He completed a dissertation in 1925 on the psychology of art but was awarded his degree in absentia due to an acute tuberculosis relapse that left him incapacitated for a year.

Following his illness, Vygotsky began researching topics such as language, attention, and memory with the help of his students. Among these were Alexei Leontiev, the developmental psychologist and philosopher who developed activity theory, and neuropsychologist Alexander Luria, the author of "Higher Cortical Functions in Man."

Lev Vygotsky's Theories

Vygotsky was a prolific writer, publishing six books on psychology in 10 years. His interests were diverse but often centered on child development, education, the psychology of art, and language development. He developed several important theories about the way children learn and grow within culture and society.

The Zone of Proximal Development

One of Vygotsky's well-known concepts was the zone of proximal development. He defined it 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."

In other words, the zone is the gap between what a child knows and what they do not. Acquiring the missing information requires skills that a child does not yet possess or cannot use independently, but can with the help of a "more knowledgeable other."

The More Knowledgeable Other

Vygotsky's "more knowledgeable other" is a person who has greater knowledge and skills than the learner. Often, this is an adult such as a parent or teacher who provides educational opportunities, such as guided instruction, within a child's zone of proximal development.

Vygotsky noticed that children also learn a great deal from peer interactions. In fact, children often pay more attention to what friends and classmates know and are doing than they do to adults. Teachers can leverage this tendency by pairing less skilled children with more knowledgeable classmates to observe and imitate.

No matter who serves as the more knowledgeable other, the key is that they provide the needed social instruction within the zone of proximal development when the learner is sensitive to guidance.

Sociocultural Theory

Lev Vygotsky also suggested that human development results from a dynamic interaction between individuals and society. Through this interaction, children learn gradually and continuously from parents and teachers.

However, this learning varies from one culture to the next. It's important to note that Vygotsky's theory emphasizes the dynamic nature of this interaction. Society does not just impact people; people also affect their society.

If you're interested in reading some of Vygotsky's works, many of his writings are available in full-text format at the Vygotsky Internet Archive.

Lev Vygotsky's Contributions to Psychology

Vygotsky's died of tuberculosis on June 11, 1934, when he was just 37. Still, Vygotsky is considered a formative thinker in psychology, and much of his work is still being discovered and explored today.

Although he was a contemporary of Skinner, Pavlov, Freud, and Piaget, Vygotsky never attained their level of eminence during his lifetime. The Russian Communist Party often criticized Vygotsky's work, making his writings largely inaccessible to the rest of the world. His premature death also contributed to his obscurity.

Despite this, Vygotsky's work has continued to grow in influence since his death- particularly in the fields of developmental and educational psychology.

Lev Vygotsky, "Mind in Society," 1978

Learning is more than the acquisition of the ability to think; it is the acquisition of many specialised abilities for thinking about a variety of things.

- Lev Vygotsky, "Mind in Society," 1978

It wasn't until the 1970s that Vygotsky's theories became known outside of Russia, as new concepts and ideas emerged in the fields of educational and developmental psychology. Since then, Vygotsky's works have been translated many times over and have gained international recognition, particularly in the area of education.

In a ranking of eminent psychologists, Vygotsky was identified as the 83rd most influential psychologist during the 20th century.

Jean Piaget vs. Lev Vygotsky

Jean Piaget and Vygotsky were contemporaries, yet Vygotsky's ideas did not become well known until long after his death. Although their theories on child development have some similarities, there are also significant differences.

Vygotsky's Theory

Says cultural differences have a dramatic effect on development

Emphasizes the importance of more knowledgeable others

Heavily stresses language's role in development

Piaget's Theory

Breaks development into a series of predetermined stages

Suggests development is largely universal

Focuses on peer interaction

Largely ignores the role of language

A Word From Verywell

Although he was not well-known in his lifetime, Lev Vygotsky made significant contributions to psychology. Vygotsky's theories on child development and learning influence how we think about education and development today.

Frequently Asked Questions

How did Piaget and Vygotsky view the journey of cognitive development?

Vygotsky theorized that cognitive development occurs in collaboration with others and could not happen in the absence of language and interaction. Piaget believed that children learn independently and come to their own individual understanding of the world.

How were Piaget and Vygotsky similar?

Both Piaget and Vygotsky acknowledged the role of peer interaction in children's learning, a gradual process that happens in sequential stages. They felt that nature and nurture both play important roles in this process.

How is Lev Vygotsky's theory used today?

One way is in the application of the zone of proximal development theory. Students best bridge the gap between what they know and what they don't in an ongoing process that involves both group interaction and scaffolded levels of instruction. This allows them to learn new concepts while also developing social skills.

Additional Reading

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Why Lev Vygotsky Was One of the Most Influential Psychologists

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Lev Vygotsky was a seminal thinker who had a major influence on psychology and education. Learn more about Vygotsky's life, theories, and psychology contributions.

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-dependent on educational level
- mental ability or disability (children with autism learn differently

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- cognitive development takes place in a social context
- learning uses cultural tools
- knowledge isn't symmetric (guided participation + scaffolding)
- language guides thinking n acting