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Relevant bibliographies by topics / Vygotsky's Zone of Proximal Development

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Academic literature on the topic 'Vygotsky's Zone of Proximal Development'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "Vygotsky's Zone of Proximal Development"

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Junefelt, Karin. "The Zone of Proximal Development and Communicative Development." Nordic Journal of Linguistics 13, no. 2 (1990): 135–48. http://dx.doi.org/10.1017/s0332586500002201.

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This article deals with extensions of Vygotsky's (1978) theory of learning in the zone of proximal development. First, affect is added as an additional prerequisite Wertsch's (1979) extended version of it. Then, learning in the zone of proximal development is applied to communicative development. Finally, four main levels in the development from interindividual to intraindividual functioning of communication in the child are distinguished and exemplified.

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Zaretsky, V. K. "One More Time on the Zone of Proximal Development." Cultural-Historical Psychology 17, no. 2 (2021): 37–49. http://dx.doi.org/10.17759/chp.2021170204.

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The article presents an analysis of L.S. Vygotsky’s concept of a zone of proximal development (ZPD); considers various ZPD definitions; provides a critical review of the most popular definition of ZPD as adopted from L.S. Vygotsky’s 1935 work and used as basic by English-speaking authors. Taking into account the fact that L.S. Vygotsky’s general methodological intention was to establish psychology as a practice and that his developmental theory as well as the ZPD concept development remained incomplete due to the known life circumstances, we analyze L.S. Vygotsky’s writings that allow for anot

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Moll, Luis C. "Vygotsky's zone of proximal development: Rethinking its instructional implications." Infancia y Aprendizaje 13, no. 51-52 (1990): 157–68. http://dx.doi.org/10.1080/02103702.1990.10822276.

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Jones, M. Gail, Melissa J. Rua, and Glenda Carter. "Science teachers' conceptual growth within Vygotsky's zone of proximal development." Journal of Research in Science Teaching 35, no. 9 (1998): 967–85. http://dx.doi.org/10.1002/(sici)1098-2736(199811)35:9<967::aid-tea2>3.0.co;2-r.

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Steele, Diana F. "Research, Reflection, Practice: Learning Mathematical Language in the Zone of Proximal Development." Teaching Children Mathematics 6, no. 1 (1999): 38–42. http://dx.doi.org/10.5951/tcm.6.1.0038.

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The past decade has been a time for much discussion about the influence of social interaction on the development of mathematical understanding. The roots of this discussion can be traced back to the ideas of Lev Vygotsky, a Russian psychologist who conducted research during the 1920s and 1930s. He was interested in how children conceptualize the meanings of words. He concluded that social interaction and communication are essential components in this conceptualization process. To show how children learn mathematical language, this article examines a classroom vignette and demonstrates how Vygo

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Stanley, Nile V. "Gifted and the “Zone of Proximal Development”." Gifted Education International 9, no. 2 (1993): 78–80. http://dx.doi.org/10.1177/026142949300900203.

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Identification of the gifted student is problematic. Prescription, the matching of student needs with program services, is perhaps even more precarious. To optimize potential and maximize achievement, diagnosis and instruction should be linked, on going, and based on state-of-the-art knowledge. Despite a burgeoning paradigm shift in the theory and practice of assessment in general, identification procedures for the gifted remain little changed. The bulk of the literature still recommends standardized, “product” measures of potential and achievement. Although status-quo recommendations include

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Payong, Marselus Ruben. "ZONE OF PROXIMAL DEVELOPMENT AND SOCIAL CONSTRUCTIVISM BASED EDUCATION ACCORDING TO LEV SEMYONOVICH VYGOTSKY." Jurnal Pendidikan dan Kebudayaan Missio 12, no. 2 (2020): 164–78. http://dx.doi.org/10.36928/jpkm.v12i2.589.

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This article is a theoretical study of Vygotsky's idea of zone of proximal development. Its aimed at finding out of its relevance to contemporary educational practices that are increasingly complex. Through the description of the background of the emergence of this idea the author concludes that the idea of zone of proximal development is still relevant in modern education, especially to support the educational practices that are friendly toward student’s individual differences at school. Vygotsky's criticism of the practice of levering in schooling is a warning for teachers and education prac

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Zambo, Debby. "Gifted Students in the 21st Century: Using Vygotsky's Theory to Meet Their Literacy and Content Area Needs." Gifted Education International 25, no. 3 (2009): 270–80. http://dx.doi.org/10.1177/026142940902500308.

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Teachers who work with gifted children in content area reading face challenges because they teach bright children in a new millennium. Today's gifted students have grown up with digital literacies that expand their capabilities and contribute to their individual needs. Unfortunately, when it comes to instruction, these literacies are often disregarded. Tasks given are not relevant or at an appropriate level, what Vygotsky termed the zone of proximal development. In this paper, Vygotsky's theory is posed as the way to nurture the literacy and content area needs of gifted students. To begin, an

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Zaretsky, V. K. "L.S. Vygotsky's Principle "One Step in Learning — A Hundred Steps in Development": In Search of Evidence." Cultural-Historical Psychology 11, no. 3 (2015): 44–63. http://dx.doi.org/10.17759/chp.2015110305.

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On the basis of L.S. Vygotsky's published works the paper attempts to trace the dynamics of his concepts of child development and to provide evidence supporting Vygotsky's statement that one step in learning equals a hundred in development, which is one of the key principles of cultural-historical theory in its application to child development. This statement is put in a row with two other major principles: one arguing that learning precedes development and the other referring to the zone of proximal development. The paper outlines a multivector model of the zone of proximal development as one

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Holaday, Bonnie, Lynda Lamontagne, and Judy Marciel. "Vygotsky's Zone of Proximal Development: Implications for Nurse Assistance of Children's Learning." Issues in Comprehensive Pediatric Nursing 17, no. 1 (1994): 15–27. http://dx.doi.org/10.3109/01460869409078285.

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Dissertations / Theses on the topic "Vygotsky's Zone of Proximal Development"

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Moore, Sofia A. Rhodes Dent. "Theoretical and practical perspectives on Vygotsky's concept of the zone of proximal development." Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128283.

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Thesis (Ed. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed Jan. 6, 2005. Dissertation Committee: Dent M. Rhodes (chair), Cathy Toll, Donna Adair Breault. Includes bibliographical references (leaves 199-213) and abstract. Also available in print.

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Ireland, Dennis V. "Enhancing student performance in the Australian Mathematics Competition : a heuristic-based intervention technique using Vygotsky's 'Zone of proximal development' principle." Curtin University of Technology, Science and Mathematics Education Centre, 1985. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10076.

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The purpose of this study was to attempt to enhance performance in the Australian Mathematics Competition of a group of Western Australian Year 9 students, to a level beyond that which they might have been expected to attain, through the use of a heuristic-based intervention technique using Vygotsky's zone of proximal development principle.Since 1978, students of mathematics in Australian high schools have been meeting the challenge of the Australian Mathematics Competition. This national competition aims to provide students with a sense of achievement in mathematics and to emphasise the impor

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Whiteman, Peter John School of Music &amp Music Education UNSW. "How the bananas got their pyjamas: A study of the metamorphosis of preschoolers' spontaneous singing as viewed through Vygotsky's Zone of Proximal Development." Awarded by:University of New South Wales. School of Music and Music Education, 2001. http://handle.unsw.edu.au/1959.4/17801.

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Throughout childhood, children experience the social semiotic of music in a variety of ways. As they sing, dance, move, and play, they enjoy making and listening to music. Childhood is also a time of immense change. During their early years, children grow and develop at a faster rate than at any other time in their lives, displaying an intense proliferation of ways of knowing about the world. As part of the industrious activity that accompanies this explosion of knowledge, children sing many songs. It is through sensitive investigation of these songs that we can begin to understand what c

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Russel, Hartley Brenda. "Patterns of propleptic challenge in whole-class communication strategies : How language is used to optimise cognitive within the concept of Vygotsky's zone of proximal development (ZPD)." Thesis, University of Leeds, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531623.

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Lundberg, Johanna. "Förskollärarens roll i barnets språkutveckling : en jämförelse mellan Reggio Emilia-inriktningen och Vygotsky." Thesis, University of Skövde, Department of Computer Science, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-746.

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<p>Inom området barnets utveckling borde pedagogiken och kognitionsvetenskapen samarbeta. Pedagogikinriktningen Reggio Emilia påstår bygga sin verksamhet på delar av bland annat Vygotskys teorier. I denna rapport utvärderas detta påstående utifrån frågan: Har förskollärarna inom Reggio Emilia-förskolan stöd hos Vygotskys teorier när det gäller deras roll i barnets vardagsspråkliga utveckling. Reggio Emilia-inriktningens och Vygotskys åsikter om språk och lärarens roll analyseras och jämförs med ett hermeneutiskt angreppssätt. Analysen visar att det finns skillnader mellan Reggio Emilia-inriktn

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Golden, Anna Mary. "Making the Forest Together: Young Children Represent a Shared Experience in Clay." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1184.

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This thesis examines the strategies young children use to develop a common set of goals when collaborating on a group art work. Teachers at Sabot School spend a great deal of time in discussion of children's group work. By concentrating on one project in my preschool classroom, I reached a greater understanding of the way children work together on a group project. This understanding enriched my practice of teaching so that I could become a better facilitator of similar projects in the future. The information is valuable to me and the other Sabot School teachers when planning future group

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Agulhas, Ronald. "The perceptions of intermediate phase educators about the implementation of stories for thinking in one Western Cape Education Department region." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7756_1355407161.

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<p>South Africa had a change in government and in education after the 1994 elections. A new curriculum was introduced and some of the underlying critical outcomes were to develop the learners to become critical thinkers. The methodology by which to teach these outcomes was not clear. An intervention programme, Philosophy for Children (P4C) is used in some countries across the world to promote thinking. Research across the world has shown that this programme has the ability to enhance the cognitive abilities of learners exposed to it. Stories for Thinking (SFT) is an intervention programme base

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Spear, Ellinwood Karen Courtenay. "Re-Conceptualizing the Organizing Circumstance of Learning." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202698.

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This study explores the web-navigation practices of adult learners in higher education and re-conceptualizes the concept of the organizing circumstance of self-managed learning, originated by Spear and Mocker (1984). The theoretical framework draws on funds of knowledge theory from a cultural historical perspective and elaborates a Vygotskian concepts of learning and development by introducing the notion of the distal object and the zone of distal development. The study employed a mixed methods design with an embedded multiple-case study involving half of the twelve participants using a new

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Aschermann, Jennifer Leigh. "Children Teaching and Learning in Peer Collaborative Interactions." Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/31893.

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This study focused on peer teaching and learning in preschool children's peer collaborative interactions. The research took place in the naturalistic setting of a preschool classroom at the Virginia Tech Child Development Laboratory, which is a university-based preschool in Blacksburg, Virginia. The children were videotaped in their collaborative interactions and the interactions were analyzed for moments of teaching and learning between the children. The study found that children use a variety of verbal and non-verbal teaching strategies when collaborating with each other. Children's learning

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Luckin, Rosemary. "ECOLAB : explorations in the zone of proximal development." Thesis, University of Sussex, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388676.

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Books on the topic "Vygotsky's Zone of Proximal Development"

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Steward, Elizabeth Petrick. Beginning writers in the zone of proximal development. L. Erlbaum Associates, 1995.

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Guy, Williams. The zone of proximal development: The relationship between learning and development and its implications for assessment. Birmingham Polytechnic, 1992.

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Rowe, Ann E. How do settings foster and support the zone of proximal development in young children's learning?. Oxford Brookes University, 2003.

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Steward, Elizabeth Petri. Beginning Writers in the Zone of Proximal Development. Routledge, 2012. http://dx.doi.org/10.4324/9780203062937.

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Petrick-Steward, Elizabeth. Beginning Writers in the Zone of Proximal Development. Routledge, 2012. http://dx.doi.org/10.4324/9780203052716.

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Petrick-Steward, Elizabeth. Beginning Writers in the Zone of Proximal Development. Taylor & Francis Group, 2011.

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Steward, Elizabeth Petri. Beginning Writers in the Zone of Proximal Development. Lawrence Erlbaum, 1994.

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Carruthers, Peter. Language in Cognition. Edited by Eric Margolis, Richard Samuels, and Stephen P. Stich. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195309799.013.0016.

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The article discusses the ways in which natural language might be implicated in human cognition. The Soviet psychologist Lev Vygotsky developed his ideas on the interrelations between language and thought, both in the course of child development and in mature human cognition. One of Vygostky's ideas concerned the ways in which the language deployed by adults can scaffold children's development, yielding what he called a ‘zone of proximal development’. He argued that what children can achieve alone and unaided is not a true reflection of their understanding. Vygotsky focused on the overt speech

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Attwell, Graham. Searching, Lurking, and the Zone of Proximal Development (e-learning in small and medium enterprises in Europe). Edited by Graham Attwell. Pontydysgu (UK), 2007.

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Spielman-Davidson, Sylvia Justina. Collaborative dialogues in the zone of proximal development: Grade eight French immersion students learning the conditional tense. 2000.

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Book chapters on the topic "Vygotsky's Zone of Proximal Development"

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van der Veer, René. "Demystifying Vygotsky’s Concept of the Zone of Proximal Development." In Recent Research in Psychology. Springer US, 1990. http://dx.doi.org/10.1007/978-1-4613-9688-8_38.

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Smagorinsky, Peter. "The Social Construction of Data in the Zone of Proximal Development." In Vygotsky and Literacy Research. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-696-0_3.

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Poehner, Matthew E. "The Zone of Proximal Development and the Twin Poles of Teaching and Assessing in Vygotsky’s Developmental Education." In Creative Dimensions of Teaching and Learning in the 21st Century. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-047-9_14.

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Roth, Wolff-Michael. "Zone of Proximal Development." In Encyclopedia of Critical Psychology. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_334.

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Silverman, Sarah Kozel. "Zone of Proximal Development." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_3131.

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Podolskiy, Andrey I. "Zone of Proximal Development." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_316.

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Ness, Ingunn Johanne. "Zone of Proximal Development." In The Palgrave Encyclopedia of the Possible. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-98390-5_60-1.

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Rowberry, Justin, Michael D. Powers, Lawrence David Scahill, Fred R. Volkmar, and Thomas Fernandez. "Zone of Proximal Development (ZPD)." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1631.

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Volkmar, Fred R. "Zone of Proximal Development (ZPD)." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2018. http://dx.doi.org/10.1007/978-1-4614-6435-8_1631-3.

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Volkmar, Fred R. "Zone of Proximal Development (ZPD)." In Encyclopedia of Autism Spectrum Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1631.

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Conference papers on the topic "Vygotsky's Zone of Proximal Development"

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Reynoso, Luis, Sergio Romero, and Fernando Romero. "Towards a formal model of the pedagogic discourse and the Zone of Proximal Development (ZPD) of Vygotsky." In 2012 11th IEEE International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2012. http://dx.doi.org/10.1109/icci-cc.2012.6311201.

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White, Emily. "Applying empirical learning progressions for a holistic approach to evidence-based education: SWANS/ABLES." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_6.

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Learning progressions have become an increasing topic of interest for researchers, educational organisations and schools as they can describe the expected pathway of learning within a content area to allow for targeted teaching and learning at all levels of ability. However, there is substantial variation in how learning progressions are developed and to what extent teachers can use them to inform their practices. The ABLES/SWANS tools (Students with Additional Needs/Abilities Based Learning and Education Support) are an example of how an empirical learning progression can be applied to suppor

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Gutmann, Brianne, Gary Gladding, Morten Lundsgaard, and Timothy Stelzer. "Mastery learning in the zone of proximal development." In 2017 Physics Education Research Conference. American Association of Physics Teachers, 2018. http://dx.doi.org/10.1119/perc.2017.pr.034.

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Anderson, Nicole, and Tim Gegg-Harrison. "Learning computer science in the "comfort zone of proximal development"." In Proceeding of the 44th ACM technical symposium. ACM Press, 2013. http://dx.doi.org/10.1145/2445196.2445344.

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Gailis, Janis, and Stig Nordheim. "INFORMATION SYSTEMS DEVELOPMENT: A HERMENEUTIC PERSPECTIVE ON STUDENTS’ ZONE OF PROXIMAL DEVELOPMENT." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0833.

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Lavin, Richard. "OPERATIONALIZING THE ZONE OF PROXIMAL DEVELOPMENT IN FOREIGN LANGUAGE WRITING INSTRUCTION." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1454.

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Sinclair, Arabella, Jon Oberlander, and Dragan Gasevic. "Finding the Zone of Proximal Development: Student-Tutor Second Language Dialogue Interactions." In SEMDIAL 2017 (SaarDial) Workshop on the Semantics and Pragmatics of Dialogue. ISCA, 2017. http://dx.doi.org/10.21437/semdial.2017-12.

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Zhang, Suojuan, Wenqian Lai, Jinyu Song, Xiaohan Yu, Xianglin Liao, and Jiandong Hao. "Scaffolding Instruction Design Research Based on Zone of Proximal Development of Learning Community." In 2018 Seventh International Conference of Educational Innovation through Technology (EITT). IEEE, 2018. http://dx.doi.org/10.1109/eitt.2018.00061.

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Andreassen, Kristin, Wenche Lyche, and Sigrid Haugen. "THE DIGITAL WORKSHOP ZONE OF PROXIMAL DEVELOPMENT – STUDENT SHOPPING AMONGST ADVANCED PRODUCTION PROCESSES." In 21st International Conference on Engineering and Product Design Education. The Design Society, 2019. http://dx.doi.org/10.35199/epde2019.89.

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De Beer, Josef. "THE ZONE OF PROXIMAL TEACHER DEVELOPMENT UNDER THE MICROSCOPE: REFLECTIONS OF A TEACHER EDUCATOR." In 4th Teaching & Education Conference, Venice. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/tec.2017.004.002.

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