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

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

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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Silalahi, Rentauli Mariah. "UNDERSTANDING VYGOTSKY’S ZONE OF PROXIMAL DEVELOPMENT FOR LEARNING." Polyglot: Jurnal Ilmiah 15, no. 2 (2019): 169. http://dx.doi.org/10.19166/pji.v15i2.1544.

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<p>Vygotsky is the father of the Zone of Proximal Development (ZPD) theory who claims that a leaner can do what he can almost do alone with the presence of assistance. This literature study aims at investigating what factors need to be present for developing someone’s potential. From the literature study, it was found that there are six factors that need to be present, including assistance, mediation, cooperation, imitation, target and crises. With the presence of assistance from the more capable other and keeping attention to the six important factors, a learner will be able to do what

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Kravtsov, G. G., and E. E. Kravtsova. "Relationship between Learning and Development: Problems and Perspectives." Cultural-Historical Psychology 16, no. 1 (2020): 4–12. http://dx.doi.org/10.17759/chp.2020160101.

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This article discusses one of the central problems of cultural-historical psychology — the relationship between learning and development. We analyze the modern interpretation of L.S. Vygotsky’s ideas in research and practice and show that much of what the author of cultural-historical psychology proposed was somehow left behind by scientists and practitioners, whereas some of his ideas were perverted and even contradict the logic of non-classical psychology. The article emphasizes the need for research and analysis of many pressing problems of modern psychology in the context of cultural-histo

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Margolis, A. A. "Zone of Proximal Development, Scaffolding and Teaching Practice." Cultural-Historical Psychology 16, no. 3 (2020): 15–26. http://dx.doi.org/10.17759/chp.2020160303.

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The construction of the zone of proximal development (ZPD) in the context of teaching activity is discussed in the paper.ZPD is compared and contrasted with the concept of scaffolding as introduced by Jerome Bruner. In the context of its potential for operationalisation in the form of teacher activities, the author examines key ZPD content given by Lev Vygotsky in terms of the complex interaction of spontaneous (everyday) concepts formed prior to the beginning of school education with scientific (theoretical) concepts formed during schooling. Vygotsky’s main idea about the leading role of scie

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Levykh, Michael G. "THE AFFECTIVE ESTABLISHMENT AND MAINTENANCE OF VYGOTSKY’S ZONE OF PROXIMAL DEVELOPMENT." Educational Theory 58, no. 1 (2008): 83–101. http://dx.doi.org/10.1111/j.1741-5446.2007.00277.x.

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Ofori-Attah, Kwabena. "Early Childhood Education and Instructional Ecology: A Vygotskian Approach in Teaching Early Childhood Social Studies." ATHENS JOURNAL OF EDUCATION 8, no. 2 (2021): 139–60. http://dx.doi.org/10.30958/aje.8-2-2.

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This study guided by Vygotsky’s Zone of Proximal Development (ZPD) theory explored the perception of pre-service teachers about the application of the ZPD in the classroom. Five participants, all junior students, were purposefully selected from a university in the southern region of the United States to participate in the study. Open-ended interview questions were designed from a review of the literature regarding the effectiveness of Vygotsky’s ZPD in the classroom. Axial coding was used to analyze the data for the final research report. A major finding from the study is that Vygotsky’s ZPD i

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Filipiak, Ewa. "Badanie potencjału możliwości uczenia się dzieci – eksperyment nauczający." Problemy Wczesnej Edukacji 42, no. 3 (2018): 60–71. http://dx.doi.org/10.26881/pwe.2018.42.07.

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Vygotsky’s cultural-historical theory introduced new procedures in research methodology referring to the relationship between the zone of actual and proximal development. In the article I share my research experience resulting from an attempt to use in my research a teaching experiment in the understanding of Lev S. Vygotsky, the transition from the study of existing learning culture products and the diagnosis of the zone of actual development, the exploration of the child’s learning potential, his/her susceptibility to teaching, estimation of the child’s proximal development and cognitive rea

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Nguyen, M. A. "Liberal education and the connection with Vygotsky’s theory of the zone of proximal development." Cultural-Historical Psychology 13, no. 1 (2017): 81–88. http://dx.doi.org/10.17759/chp.2017130108.

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Liberal education came into recognition in Roman Empire, spread throughout Europe during the sixteenth century and has become a revolution in the United States in the last centuries. The term “liberal education” has roots in the Latin word for a free person (liber) and the artes liberales emerged historically as the education appropriate for free people. In the modern world, and especially in the United States after the American Revolution, liberal education drew on these roots to position itself as the best preparation for self-governance in a free democratic society. At Hoa Sen University, l

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Denhere, Christmas, Kudzai Chinyoka, and Josiah Mambeu. "Vygotsky’s Zone of Proximal Development Theory: What are its Implications for Mathematical Teaching?" Greener Journal of Social Sciences 3, no. 7 (2013): 371–77. http://dx.doi.org/10.15580/gjss.2013.7.052213632.

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Lasmawan, I. Wayan, and I. Wayan Budiarta. "Vygotsky’s Zone Of Proximal Development and The Students’ Progress in Learning (A Heutagogcal Bibliographical Review)." JPI (Jurnal Pendidikan Indonesia) 9, no. 4 (2020): 545. http://dx.doi.org/10.23887/jpi-undiksha.v9i4.29915.

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Inspired by the belief that Man’s power to change himself, that is, to learn, is perhaps the most impressive thing about him, the present study employs a library research with annotated bibliography to highlight the heutatgogical philosophy behind Vygotsky’s concept of Zone of Proximal Development. It is argued that the students’ learning progress results from the students’ personal experience, in which the students learn actively, establishing the students as the agents of learning. With this concept, it is believed that the students’ independent learning process can deliver them to the next

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Sideeg, Abdunassir. "Bloom’s Taxonomy, Backward Design, and Vygotsky’s Zone of Proximal Development in Crafting Learning Outcomes." International Journal of Linguistics 8, no. 2 (2016): 158. http://dx.doi.org/10.5296/ijl.v8i2.9252.

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<p>This article aims to present some fresh insights into one of the milestones in the field of education. For sixty years, Bloom’s taxonomy has been one of the most significant tools used in course design as it provides a rigorous framework for crafting learning outcomes and designing both assessment tasks and instructional activities aligned with these learning outcomes. Though not a panacea for all problems of course design and educational assessment, when meticulously understood and wisely used in a student-centered environment which integrates the taxonomy with other useful approache

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Horner, Jeffrey Michael. "Rejecting Dialogue for Perspective: Vygotsky’s Zone of Proximal Development and John Calvin’s Divine Pedagogy." Religious Education 112, no. 2 (2016): 96–109. http://dx.doi.org/10.1080/00344087.2016.1223492.

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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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Eun, Barohny. "The zone of proximal development as an overarching concept: A framework for synthesizing Vygotsky’s theories." Educational Philosophy and Theory 51, no. 1 (2017): 18–30. http://dx.doi.org/10.1080/00131857.2017.1421941.

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Popandopulo, Elena Spridonovna. "The ideas of Vygotsky in the greek preschool educational system." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2019): 71–77. http://dx.doi.org/10.51314/2073-2635-2019-1-71-77.

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The preschool educational system in Greece is considered to be anessential component of public importance. Kindergarten is the first educational institution which affects the childrens’ desire to learn and to develop knowledge and skills, combining play and work. Among others, the current preschool educational program of Greece is based on Vygotsky’s ideas on child development and the proximal development zone as a key diagnostic principle of youngsters’ education in particular.In addition, kindergarten teachers’ education in Greece is also based on Vygotsky’s ideas about teachers’ training an

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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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Zaretsky, V. K. "Vygotsky's Principle "One Step in Learning - One Hundred Steps In Development": From Idea To Practice." Cultural-Historical Psychology 12, no. 3 (2016): 149–88. http://dx.doi.org/10.17759/chp.2016120309.

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The article reviews Lev Vygotsky’s published works to trace the evolution of his understanding of child development. The authors believe that his assumption that one step in learning may mean one hundred steps in development, is as important as the two other key postulates of the cultural-historical theory: the principle that learning precedes development and the concept of zone of proximal development. The authors provide a rationale for utilization of these assumptions in the practice of development-facilitating psychological and educational assistance. A mechanism of this learning-developme

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K. Zaretskii, Viktor. "Lev Vygotsky’s Principle “One Step in Learning Represents a Hundred Steps in Development”: From Idea to Practice." Revue internationale du CRIRES : innover dans la tradition de Vygotsky 4, no. 1 (2017): 97–133. http://dx.doi.org/10.51657/ric.v4i1.40997.

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The article reviews Lev Vygotsky’s published works to trace the evolution of his under-standing of child development. The authors believe that his assumption that one step in learning may mean one hundred steps in development, is as important as the two other keys postulate of the cultural-historical theory: the principle that learning precedes devel-opment and the concept of zone of proximal development. The authors provide a rational for utilization of these assumptions in the practice of development-facilitating psycholo-gical and educational assistance. A mechanism of this learning-develop

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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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Haider, Mehwish, and Aalyia Yasmin. "Significance of Scaffolding and Peer Tutoring in the Light of Vygotsky’s Theory of Zone of Proximal Development." International Journal of Languages, Literature and Linguistics 1, no. 3 (2015): 170–73. http://dx.doi.org/10.18178/ijlll.2015.1.3.33.

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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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Daneshfar, Samran, and Mehdi Moharami. "Dynamic Assessment in Vygotsky’s Sociocultural Theory: Origins and Main Concepts." Journal of Language Teaching and Research 9, no. 3 (2018): 600. http://dx.doi.org/10.17507/jltr.0903.20.

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Language assessment is the significant component of foreign language learning/ teaching. An aim of language assessment is to find about how much the process of education improves learners’ knowledge of the target language. One alternative to standardized testing, Dynamic Assessment derived from Vygotsky’s sociocultural theory offers a new insight into the field of assessment through integrating instruction and assessment. Dynamic assessment is a method of conducting a language testing to investigate and highlight the individual learner's possessed skills and potential development. The present

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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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Τζουριάδου, Μαρία. "Η θεώρηση του Vygotsky για την τυπική και «παρεμποδισμένη» ανάπτυξη". Psychology: the Journal of the Hellenic Psychological Society 26, № 1 (2021): 152. http://dx.doi.org/10.12681/psy_hps.26232.

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Vygotsky has advocated that the dialectical relation between typical and impeded development carries a unique quality. His approach to development requires a holistic, qualitative education that addresses the entire personality. The theoretical approaches that were transferred into and adopted by pedagogy were the unities of the individualism and collectivism, and the zone of proximal development (ZPD). Vygotsky’s educational approach to childhood resulted from two alternating pathways of his thought: his broader interest in language and his personal experiences and achievements. In the contex

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Achiba, Machiko. "Development of interactional competence." Pragmatics and Society 3, no. 1 (2012): 1–30. http://dx.doi.org/10.1075/ps.3.1.01ach.

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This study explores the development of the interactional competence of an 8-year-old, Japanese learner of English over three cooking sessions with native speakers of English at her home during her period of residence in Australia. The study draws upon Vygotsky’s (1978) zone of proximal development in order to elucidate the L2 child’s process of acquiring interactional competence in this unfamiliar social practice (i.e., cooking-relevant talk). The analysis reveals marked changes in the child’s participation pattern over time, moving from making relevant minimal responses to more initiated, and

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Nikolaevskaya, Irina. "Multidimensional Model of the ZPD as Tool of Analysis of the Child’s Cognitive-Personal Dynamics of Development While Overcoming Learning Difficulties." Revue internationale du CRIRES : innover dans la tradition de Vygotsky 4, no. 1 (2017): 154–60. http://dx.doi.org/10.51657/ric.v4i1.40999.

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The main idea of the paper is based on L. S. Vygotsky’s concepts of ZPD and collaboration of teacher and student. The special process between teacher and student, organised in child’s zone of proximal development with using reﬂection and reﬂective questions as mail helping tools, leads to qualitative changes ﬁrstly in cognitive development of the student. Successes in learning activity create base for development of personal features. Thus, in such process, we may see strong connections between cognitive and personal developmental trajectories. Understanding of these connections gives an oppor

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Kellogg, David. "THE STORYTELLER’S TALE: VYGOTSKY’S ‘VRASHCHIVANIYA’, THE ZONE OF PROXIMAL DEVELOPMENT AND ‘INGROWING’ IN THE WEEKEND STORIES OF KOREAN CHILDREN." British Journal of Educational Studies 67, no. 4 (2019): 493–512. http://dx.doi.org/10.1080/00071005.2019.1569200.

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Streeck, Jürgen, and Kathryn E. Harrison. "Children’s interaction in an urban face-to-face society." Pragmatics and Society 6, no. 3 (2015): 305–37. http://dx.doi.org/10.1075/ps.6.3.01str.

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This paper reports on a micro-ethnography of social interaction in an urban plaza in Colombia, focusing on the plaza’s role as an arena for the acquisition of interaction skills. We investigate how children of different ages initiate and sustain interactions with same-age and older peers and the efforts they make to be recognized and ‘visible’. We interpret our data in light of three theories of socialization: Corsaro’s (1997) conception of childhood as “interpretive reproduction”, Vygotsky’s (1978) model of the “zone of proximal development”, and the “structural approach” to social cognition

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Poehner, Matthew E. "Dynamic Assessment as a Dialectical Framework for Classroom Activity: Evidence From Second Language (L2) Learners." Journal of Cognitive Education and Psychology 8, no. 3 (2009): 252–68. http://dx.doi.org/10.1891/1945-8959.8.3.252.

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First introduced to the West by Vygotsky’s colleague, Luria (1961), the zone of proximal development (ZPD) has inspired an approach to evaluating learning potential known as dynamic assessment (DA). However, Vygotsky (1986) also conceived of the ZPD as a guiding principle for teaching to optimally affect learner development, a notion that has been enthusiastically researched in education. The field of applied linguistics takes as its point of departure a dialectical reading of Vygotsky, understanding assessment of the ZPD and teaching in the ZPD to be a unified process. To date, this work has

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Sokrat, Hafid, Soumia Tamani, and Mohamed Radid. "Implementation Of Collaborative Learning To Enhance Problem Solving Expertise In Enropy In High School Teaching." International Journal of Learning and Teaching 11, no. 1 (2019): 1–7. http://dx.doi.org/10.18844/ijlt.v11i1.852.

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Improving problem solving abilities is a major challenge for teachers generally and mainly in chemistry and physics, Such concepts as entropy require a lot of work from bo sides, and often students and teachers feel powerless to advance in their search for expertise acquisition, In this article, we try to implement a new perspective based on the theoretical model of expertise development, Vygotsky’s theory and collaborative learning. Didactic problems is not a technical issue that can be solved by introducing content changes only. In fact, didactic issues are more complex than that. We think t

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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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Dunn, William E., and James P. Lantolf. "Vygotsky's Zone of Proximal Development and Krashen'si+1: Incommensurable Constructs; Incommensurable Theories." Language Learning 48, no. 3 (1998): 411–42. http://dx.doi.org/10.1111/0023-8333.00048.

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Swanson, Peter B., and Carmen Schlig. "Improving Second Language Speaking Proficiency via Interactional Feedback." International Journal of Adult Vocational Education and Technology 1, no. 4 (2010): 17–30. http://dx.doi.org/10.4018/javet.2010100102.

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Researchers have suggested that interactional feedback is associated with foreign/second language learning because it prompts learners to notice foreign/second language forms. Using Vygotsky’s zone of proximal development and Long’s interaction hypothesis as conceptual frameworks, this study explores the use of systematic explicit feedback to undergraduates (N = 1180) at three assessment points throughout one semester using digital voice recording technology for oral assessments. Results indicate that statistically significant differences were found in pronunciation, linguistic structure, and

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Shorofi, Mahboubeh, Mohammad Saleh Sanatifar, and Mansoor Tavakoli. "The impact of Group Dynamic Assessment on the development of translation bilingual sub-competence." FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 18, no. 2 (2020): 197–230. http://dx.doi.org/10.1075/forum.20001.san.

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Abstract For training translators in academic settings, the notion of translation bilingual sub-competence is fundamental. However, little research has addressed the practical methods for developing the trainees’ translation bilingual sub-competence. The present study investigated the impact of Group Dynamic Assessment on trainees’ translation bilingual sub-competence development and the ways it helps them develop their bilingual sub-competence. Vygotsky’s Zone of Proximal Development and PACTE translation competence model served as the theoretical framework for the study. Methodologically, a

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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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Swain, Merrill, and Sharon Lapkin. "A Vygotskian sociocultural perspective on immersion education." Journal of Immersion and Content-Based Language Education 1, no. 1 (2013): 101–29. http://dx.doi.org/10.1075/jicb.1.1.05swa.

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An enduring issue in immersion education focuses on the appropriate use of the L1 in the one-way or two-way immersion classroom. In this article we discuss several key constructs (mediation, languaging, the cognition/emotion relationship, zone of proximal development) that are central to a Vygotskian sociocultural theory of mind perspective on second language learning and teaching. Each discussion of a theoretical construct is followed by a review of one or more key research studies from one-way or two-way immersion contexts whose findings we highlight or re-interpret in light of Vygotsky’s in

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Elhussain, Summaya W., and Aisha Y. Khoja. "Collaborative reflection on shared journal writing to foster EFL teacher CPD." Cypriot Journal of Educational Sciences 15, no. 2 (2020): 271–81. http://dx.doi.org/10.18844/cjes.v15i2.4598.

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Despite the importance of Continuous Professional Development in the EFL context, a limited research has been done on EFL teachers’ collaborative reflection on teaching. This study aims to investigate the effectiveness of teachers’ reflection that is fostered and enhanced by the collaborative written exploration of practice using an online-shared teacher journal in a Saudi tertiary context. To achieve this, the study adopted three theoretical foundations: the characteristics of the online teacher professional development, Vygotsky’s zone of proximal development and the constructivist theory of

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Almeida, Evelyn Veronica, and Guido Vinicio Duque. "The Importance of Mediation in the Development of Entrepreneurial Minds." INNOVA Research Journal 2, no. 8.1 (2017): 86–91. http://dx.doi.org/10.33890/innova.v2.n8.1.2017.343.

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The current unemployment of young adults in developing countries such as Ecuador is partially due to the collapse of the social security system, the increase in time of workers’ contributions to the retirement system, and the economic crisis. Assisting youth in creating their own labor market opportunities through developing entrepreneurial competencies is a possible partial remedy to the unemployement situation in the country. However, the main problem in establishing these competencies in business classes, where there is a gap between the theory of entrepreneurship and the simulation, and be

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Imathiu, Samuel. "Use of Web 2.0 technologies as mediation tools in higher education with focus on YouTube." Current Research Journal of Social Sciences and Humanities 1, no. 1 (2018): 21–28. http://dx.doi.org/10.12944/crjssh.1.1.03.

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Although the curricula content for similar study disciplines may differ from one higher education institution to another and from one country and/or region to another, it is without any doubt that for all, they promote active learning rather than passive learning. A recent shift has been observed where emphasis is placed on student-centered, collaborative and practical participation of learners in knowledge creation in a learning environment which is more engaging and stimulating. This has particularly been made possible by emerging educational technology mediation tools that does not only pro

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Pathan, Habibullah, Rafique A. Memon, Shumaila Memon, Ali Raza Khoso, and Illahi Bux. "A Critical Review of Vygotsky’s Socio-Cultural Theory in Second Language Acquisition." International Journal of English Linguistics 8, no. 4 (2018): 232. http://dx.doi.org/10.5539/ijel.v8n4p232.

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The purpose of this study is to explore Vygotsky’s contribution to the socio-cultural theory in the field of education in general, and applied linguistics in particular. The study aims to elaborate the impact of social-cultural theory in the existing body of literature. The study also reviews implications and applications of socio-cultural theory in second language acquisition (SLA). Moreover, this study also critiques the basic concepts of the theory and how far these concepts have been implicated in the domain of research. The central focus is to explore and to critically understand central

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Escandón, Arturo, and Montserrat Sanz. "The Bottom-up Move within Vygotsky’s Zone of Proximal Development: A Pedagogical Application for Teaching Agreement in Spanish as a Foreign Language." RELC Journal 42, no. 3 (2011): 345–61. http://dx.doi.org/10.1177/0033688211421662.

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Murphy, Colette, Kathryn Scantlebury, and Catherine Milne. "Using Vygotsky’s zone of proximal development to propose and test an explanatory model for conceptualising coteaching in pre-service science teacher education." Asia-Pacific Journal of Teacher Education 43, no. 4 (2015): 281–95. http://dx.doi.org/10.1080/1359866x.2015.1060291.

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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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Garner, Pamela W., and Tameka S. Parker. "Young children’s picture-books as a forum for the socialization of emotion." Journal of Early Childhood Research 16, no. 3 (2018): 291–304. http://dx.doi.org/10.1177/1476718x18775760.

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Guided by Vygotsky’s zone of proximal development, this article examined whether characters in emotion picture-books express and talk about emotions in ways that are consistent with theory and research on children’s emotions. In general, we found that picture-books recommended by experts in social-emotional development contain content that is fairly consistent with published research in early childhood. We also found parents’ reading of the picture-books was consistent with the content analysis, even though we recorded their spontaneous emotion-based language in addition to the text presented

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Muhayimana, Theophile. "The Relevance of the Vygotsky’s Sociocultural Approaches to Promote Interaction in EFL Classroom." Journal of English Language Teaching and Linguistics 2, no. 3 (2017): 259. http://dx.doi.org/10.21462/jeltl.v2i3.85.

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<p class="IFAbodyindent">This paper that is a theoretical inquiry by design aimed at analyzing the importance and implications of the Vygotskian sociocultural approaches (VSA) on teaching and learning English as a foreign language (EFL). Scholarship indicated that EFL learners’ problems are tightly linked to the class culture that oftentimes involves teacher-centered instruction, rote learning, and restricted learner’s involvement and self-motivation in the learning process. It is the premise of this paper that revisiting the class culture and use the VSA will contribute a great deal to

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Poehner, Matthew E. "Dynamic Assessment and Second Language Development: Realizing the “Undiscovered Country” in the Twenty-First Century." Journal of Cognitive Education and Psychology 17, no. 1 (2018): 3–15. http://dx.doi.org/10.1891/1945-8959.17.1.3.

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Russian psychologist L. S. Vygotsky and Israeli psychologist and educator Reuven Feuerstein, although working in different times and cultural contexts, arrived at a commensurable and indeed complementary set of theoretical proposals that hold considerable potential for reenvisioning educational activity. One area, in particular, where their theories converge concerns the diagnosis of learner abilities and use of this information to inform targeted interventions to guide psychological development. Specifically, Vygotsky’s (1987) formulation of the Zone of Proximal Development as cooperative act

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Mylett, Terri, and Russell Gluck. "Learning and Language: Supporting Group Work So Group Work Supports Learning." Journal of University Teaching and Learning Practice 2, no. 2 (2005): 4–16. http://dx.doi.org/10.53761/1.2.2.2.

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This paper reports on developments in teaching and learning for first year employment relations students at the University of Wollongong based on creating conditions of learning informed by Vygotsky’s ‘zone of proximal development’ theory. Essentially, this meant emphasising collaborative learning (group work) in the lecture theatre and in assessment tasks to provide opportunities for students to ‘learn the language’ of employment relations. The paper also considers collaboration between an employment relations discipline lecturer and an learning development discipline lecturer that helped ide

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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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K. Zaretskii, Viktor, and Alla B. Kholmogorova. "Pedagogical, Psychological and Psychotherapeutic Help in Overcoming Learning Difficulties to Facilitate Development." Revue internationale du CRIRES : innover dans la tradition de Vygotsky 4, no. 1 (2017): 134–53. http://dx.doi.org/10.51657/ric.v4i1.40998.

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The paper discusses theoretical basics for organising the work and interaction of di˙erent specialists helping children with learning diÿculties (teachers, counsellors, therapists). The multivector model of the zone of proximal development based on cultural-historical psychology and developed in the theoretical framework of Reﬂection-Activity approach is proposed as such basic value. We connect di˙erent types of help to various developmen-tal vectors and regard them as technologies to enhancing the client’s development. We reveal the contents of such notions as cooperation, zone of proximal de

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Hopwood, Nick. "Understanding partnership practice in primary health as pedagogic work: what can Vygotsky's theory of learning offer?" Australian Journal of Primary Health 21, no. 1 (2015): 9. http://dx.doi.org/10.1071/py12141.

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Primary health policy in Australia has followed international trends in promoting models of care based on partnership between professionals and health service users. This reform agenda has significant practice implications, and has been widely adopted in areas of primary health that involve supporting families with children. Existing research shows that achieving partnership in practice is associated with three specific challenges: uncertainty regarding the role of professional expertise, tension between immediate needs and longer-term capacity development in families, and the need for challen

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