Journal articles: '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 (December 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 another ZPD conceptualization, which differs from the one implied by the 1935 definition, so as to attempt at reconstructing the concept. In reviewing L.S. Vygotsky’s assumptions regarding the learning-development relationship; ZPD; its relevance for diagnostic assessment and teaching; feasibility of extrapolating the ZPD concept onto different personality aspects, the authors identify substantive aspects of the ZPD concept that the "canonical" definition lacks. The article describes a multidimensional model of ZPD, which has taken shape within the Reflection-Activity Approach to assisting students with overcoming learning difficulties and which integrates Vygotsky's key ZPD-related ideas. E.G. Yudin’s conceptualization of methodological functions of conceptual schemes is used to reconstruct the methodological status of the ZPD concept. The authors demonstrate that, since its inception, the ZPD concept has passed through the stages of an explanatory principle, a research subject, and a methodological tool for constructing new subjects of research and development.

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Moll, Luis C. "Vygotsky's zone of proximal development: Rethinking its instructional implications." Infancia y Aprendizaje 13, no. 51-52 (January 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 (November 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 (September 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 Vygotsky's ideas can be put in action in the mathematics classroom. The NCTM's Standards documents (1989, 1991) emphasize the importance of social interaction and communication in learning mathematics. Mathematics as communication is a common thread woven throughout all levels of these documents.

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Stanley, Nile V. "Gifted and the “Zone of Proximal Development”." Gifted Education International 9, no. 2 (September 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 the use of multiple criteria, teacher judgment, and attention to cultural differences, scant endorsement is made for “process” measures. Dynamic assessment, based upon the Soviet psychologist Vygotsky's concept of the zone of proximal development (ZOPD), which measures the difference between what a learner can do alone and with appropriate guidance, has gained increased attention and suggests modification in the way the gifted are identified. This paper expounds upon the application of the dynamic assessment procedure (OAP) for the identification and instruction of the gifted. Pedagogical implications and conflicts to be resolved are also addressed.

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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 (July 10, 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 practicioners to consider learning interventions based on individual students' backgrounds especially their mental development differences so that education can be an effective medium to help children's growth and development optimally.

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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 (September 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 overview of Vygotsky's theory is presented. Then, the reader is taken into the life of a teacher facing inclusion tensions. The final section reveals how these tensions are eased and teaching revitalized with Vygotsky's theory and 21st century literacy skills.

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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 of the conceptual tools of the reflective and activity approach to helping children overcome learning difficulties and promoting their development. The paper also describes a case study in which an orphan child with a disability received psychological and educational support that obviously contributed to the child's development. It is argued that L.S. Vygotsky's idea of the specific relationship between learning and development has fundamental theoretical and practical implications, in particular, for working with children with special needs.

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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 (January 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 (September 1998): 411–42. http://dx.doi.org/10.1111/0023-8333.00048.

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Lantolf, James P. "Dynamic assessment: The dialectic integration of instruction and assessment." Language Teaching 42, no. 3 (July 2009): 355–68. http://dx.doi.org/10.1017/s0261444808005569.

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This presentation is situated within the general framework of Vygotsky's educational theory, which argues that development in formal educational activity is a fundamentally different process from development that occurs in the everyday world. A cornerstone of Vygotsky's theory is that to be successful education must be sensitive to learners' zone of proximal development. This requires the dialectical integration of instruction and assessment into a seamless and dynamic activity. The presentation includes a discussion of how the integration is systematically achieved in the process known as dynamic assessment and illustrates through analysis of data from advanced learners of French how this functions in second language education.

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Fani, Tayebeh, and Farid Ghaemi. "Implications of Vygotsky's Zone of Proximal Development (ZPD) in Teacher Education: ZPTD and Self-scaffolding." Procedia - Social and Behavioral Sciences 29 (2011): 1549–54. http://dx.doi.org/10.1016/j.sbspro.2011.11.396.

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Silalahi, Rentauli Mariah. "UNDERSTANDING VYGOTSKY’S ZONE OF PROXIMAL DEVELOPMENT FOR LEARNING." Polyglot: Jurnal Ilmiah 15, no. 2 (August 24, 2019): 169. http://dx.doi.org/10.19166/pji.v15i2.1544.

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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 he/she can almost do alone.BAHASA INDONESIA ABSTRAK: Vygotsky adalah penemu konsep Zona Perkembangan Proksimal yang menyatakan bahwa seseorang yang belajar akan mampu melakukan apa yang hampir dapat dilakukannya secara mandiri dengan tersedianya bantuan. Studi kepustakaan ini bertujuan untuk meneliti unsur apa saja yang penting untuk membantu perkembangan potensi seorang pelajar. Dari studi kepustakaan ditemukan bahwa ada enam unsur yang penting yakni bantuan, mediasi, kerjasama, kemampuan untuk meniru, sasaran dan masa sulit atau keluar dari zona nyaman. Dengan adanya bantuan dari orang yang lebih mampu dan kehadiran dari enam unsur tersebut, seorang pelajar akan mampu melakukan apa yang hampir dapat dilakukannya sendiri.

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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 scientific concepts in the restructuring of previously formed spontaneous concepts, as well as in the development of the child’s holistic thinking, leads to the conclusion that it is possible also to directly influence the spontaneous formation concepts change through the organisation of collectively distributed forms of educational activity and in a polylogue based the Socratic method. The leading psychological processes, which ensure the development of spontaneous concepts through their greater generalisation and awareness, comprise the processes of exteriorisation of spontaneous concepts, reflection and subsequent interiorisation of a collectively constructed concept. Therefore, the activities of teaching in constructing a ZPD include providing conditions for the distribution of individual operations in the course of a joint learning action and facilitating a polylogue to ensure the effective functioning of these psychological processes in the course of specifically organised learning activities.

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Dixon-Krauss, Lisbeth A. "Partner Reading and Writing: Peer Social Dialogue and the Zone of Proximal Development." Journal of Reading Behavior 27, no. 1 (March 1995): 45–63. http://dx.doi.org/10.1080/10862969509547868.

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This classroom action research study investigated Vygotsky's concept of the zone of proximal development using peer social dialogue integrated with teacher support to develop children's reading, writing, and abstract thinking in story reflection and sense of audience. Twenty-four first and second graders were paired for a 6-week partner reading and writing activity to provide peer social dialogue through partner storybook reading, discussion, and dialogue journal writing. A class mini-lesson on verbal story reflection added teacher support to the partner instructional activity. Data sources included student evaluations of their own classroom literacy performance and preferences, observational notes collected during the partner sessions, and students' dialogue journal entries. Students showed the most improvement in word recognition, minimal improvement in fluency, accurate evaluations of their own reading progress, and felt more positive about reading aloud. Students' journal entry writing progressed from copying their partners' statements to printed conversations about their stories. Teacher support influenced students' written dialogue and the strategies they used to share text meaning in verbal dialogue.

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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-development relationship is hypothesized. The article outlines a multidimensional model of the zone of proximal development illustrating the above mechanism. This model is one of the conceptual tools of the Reflection and Activity Approach helping children overcome learning difficulties and promoting their development. Having given the account of how they proceeded “from the idea to the problem” and “from the idea to the mechanism”, the authors provide case studies showing how this mechanism allows working with learning difficulties to trigger simultaneous improvement in multiple developmental dimensions. The article reports on the experience of running special Summer Schools for children with learning difficulties, implementing the “Chess for General Development” Project, and assisting orphaned children with severe somatic conditions. A case study of a female college student displaying signs of the learned helplessness syndrome is presented. The authors infer that Vygotsky’s idea of a specific relationship between learning and development may be of fundamental theoretical and practical value, especially for working with children with special needs.

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Snow, Catherine E. "The Regrettable Neglect of Affect: Comment on Karin Junefelt's paper." Nordic Journal of Linguistics 13, no. 2 (December 1990): 149–51. http://dx.doi.org/10.1017/s0332586500002213.

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The recent upsurge of attention to Vygotsky's writings in developmental psychology, with their welcome focus on the role of the adult, on interaction and on the connection between communication and cognition constitutes a healthy redress to the Piagetian focus on the autonomous child operating in a world of things and actions rather than a world of people and relationships. In light of the corrective potential of Vygotskian ideas, it is not surprising that they have been embraced widely. Unfortunately, despite the initial appeal of central Vygotskian notions like the zone of proximal development, the intraindividual recapitulation of interindividual processes and the use of language as mediational means, it is very hard to take these notions beyond the status of slogan to the status of explanatory concept. A valuable contribution made by Junefelt in her article “The zone of proximal development and communicative development” is to give concrete examples of how these Vygotskian notions can help us understand a particular domain of development — communication.

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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-historical psychology. For example, we suggest that the concepts of psychological and personal readiness for schooling should be interpreted in terms of the learning types classification proposed by L.S. Vygotsky. Particular attention is paid to the concept of the zone of proximal development. We point to some inconsistency between Vygotsky’s understanding of this concept and he way it is used in modern education. We believe that limiting developmental learning to the focus on the zone of proximal development to a greater extent reflects the ability to learn rather than provides evidence of development.

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Moore, John J., Ronald L. Mullis, and Ann K. Mullis. "Examining Metamemory within the Context of Parent-Child Interactions." Psychological Reports 59, no. 1 (August 1986): 39–47. http://dx.doi.org/10.2466/pr0.1986.59.1.39.

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The production of memory-monitoring behaviors was investigated on two occasions, 1 yr. apart, for 9- and 10-yr.-old children and their parents. A structured block-design task was used to elicit verbal and nonverbal problem-solving strategies from children and their parents during dyadic interactions. Based on Vygotsky's zone of proximal development, it was proposed that children acquire more sophisticated cognitive skills through social interaction. Results support this view in that with experience, children and parents used fewer overt memory-monitoring strategies in problem solving.

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Tzur, Ron, and Matthew Allen Lambert. "Intermediate Participatory Stages as Zone of Proximal Development Correlate in Constructing Counting-On:A Plausible Conceptual Source for Children's Transitory “Regress” to Counting-All." Journal for Research in Mathematics Education 42, no. 5 (November 2011): 418–50. http://dx.doi.org/10.5951/jresematheduc.42.5.0418.

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Quantitative and qualitative analyses of 37 first-graders' solutions to addition problems were conducted to re-examine inconsistencies in children's progress from counting-all to counting-on. The study advances a novel, theoretical coordination among 3 frameworks: constructivist scheme theory with a focus on the notion of prompt, Vygotsky's sociocultural approach, and Siegler's Overlapping Waves Model, and provides a corresponding, threefold stance on mathematical tasks.

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Harland, Tony. "Vygotsky's Zone of Proximal Development and Problem-based Learning: Linking a theoretical concept with practice through action research." Teaching in Higher Education 8, no. 2 (April 2003): 263–72. http://dx.doi.org/10.1080/1356251032000052483.

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Rutland, A. F., and R. N. Campbell. "The relevance of Vygotsky's theory of the 'zone of proximal development' to the assessment of children with intellectual disabilities." Journal of Intellectual Disability Research 40, no. 2 (April 1996): 151–58. http://dx.doi.org/10.1111/j.1365-2788.1996.tb00616.x.

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Rutland, A. F., and R. N. Campbell. "The relevance of Vygotsky's theory of the ‘zone of proximal development’ to the assessment of children with intellectual disabilities." Journal of Intellectual Disability Research 40, no. 2 (December 18, 2007): 151–58. http://dx.doi.org/10.1046/j.1365-2788.1996.741741.x.

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

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Wijiastuti, Asri, Siti Masitoh, Ima Kurrotun Ainin, and Febrita Ardianingsih. "Critical Analysis of the Inclusive Education Implementation in the Concept of Freedom of the Soul and Zona Proximal Development." JPI (Jurnal Pendidikan Inklusi) 3, no. 2 (April 27, 2020): 62. http://dx.doi.org/10.26740/inklusi.v3n2.p62-71.

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AbstractKi Hadjar Dewantara laid the foundation of education in Indonesia through his thoughts related to the nature of children in 1913-1919. On the other hand Lev Vygotsky (1896-1934) stated a theory that children are able to learn with the help of competent people. Both theories illustrate that the implementation of education will provide freedom and happiness for children in learning to learn by understanding children naturally and as they are. Research that has been done using ethnographic design aims to dissect and trace Ki Hadjar Dewantara's thoughts and Vygotsky's theory in the implementation of inclusive education. Data collection is done through documentation studies, guided group discussions, and questionnaires. The results of the analysis of the position of Vygotsky's theory in the implementation of inclusive education in the concept of the Zone of Proximal Development are focused on how children construct knowledge according to their culture and ways. The ZPD concept which focuses on cognitive theory emerged around 1993 which in Indonesia itself had been developed by Ki Hadjar Dewantara in 1913-1919 the emphasis was on teaching according to the nature of the child. Ki Hadjar's philosophy is heavily influenced by Maria Montessori's thoughts which emphasize the value of children's independent activities and the importance of children's growth as individuals. In 1952 Ki Hadjar Dewantara created a "system among" approach that put forward “Freedom of the Soul”. The system that supports the child's natural nature in order to develop inner and outer life according to his own nature. Knowledge and intelligence are only tools, the fruit is the maturity of the soul that can realize life and livelihood in an orderly, holy, and useful for others. The concepts of “Freedom of the Soul” and ZPD, are aligned in the cognitive view and efforts of children in obtaining the concept of knowledge in the implementation of education in the classroom. AbstrakKi Hadjar Dewantara meletakkan dasar pendidikan di Indonesia melalui pemikirannya terkait dengan sifat anak-anak pada tahun 1913-1919. Di sisi lain, Lev Vygotsky (1896-1934) menyatakan teori bahwa anak-anak dapat belajar dengan bantuan orang yang kompeten. Kedua teori tersebut menggambarkan bahwa implementasi pendidikan akan memberikan kebebasan dan kebahagiaan bagi anak dalam belajar belajar dengan memahami anak secara alami dan sebagaimana adanya. Penelitian yang telah dilakukan dengan menggunakan desain etnografi bertujuan untuk membedah dan melacak pemikiran Ki Hadjar Dewantara dan teori Vygotsky dalam implementasi pendidikan inklusif. Pengumpulan data dilakukan melalui studi dokumentasi, diskusi kelompok terpimpin, dan kuesioner. Hasil analisis posisi teori Vygotsky dalam penerapan pendidikan inklusif dalam konsep Zona Pengembangan Proksimal difokuskan pada bagaimana anak-anak membangun pengetahuan sesuai dengan budaya dan cara mereka. Konsep ZPD yang berfokus pada teori kognitif muncul sekitar tahun 1993 yang di Indonesia sendiri telah dikembangkan oleh Ki Hadjar Dewantara pada tahun 1913-1919 penekanannya adalah pada pengajaran sesuai dengan sifat anak. Filosofi Ki Hadjar sangat dipengaruhi oleh pemikiran Maria Montessori yang menekankan nilai kegiatan mandiri anak-anak dan pentingnya pertumbuhan anak sebagai individu. Pada tahun 1952 Ki Hadjar Dewantara menciptakan pendekatan "sistem di antara" yang mengedepankan "Kebebasan Jiwa". Sistem yang mendukung sifat alami anak untuk mengembangkan kehidupan dalam dan luar sesuai dengan sifatnya sendiri. Pengetahuan dan kecerdasan hanyalah alat, buah adalah kematangan jiwa yang bisa mewujudkan kehidupan dan mata pencaharian secara tertib, suci, dan bermanfaat bagi orang lain. Konsep "Kebebasan Jiwa" dan ZPD, diselaraskan dalam pandangan kognitif dan upaya anak-anak dalam memperoleh konsep pengetahuan dalam implementasi pendidikan di kelas.

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Filipiak, Ewa. "Badanie potencjału możliwości uczenia się dzieci – eksperyment nauczający." Problemy Wczesnej Edukacji 42, no. 3 (September 30, 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 readiness; from organizing a research situation in which the child independently solves the problem to exploring the potential of a child to solve a problem in cooperation with an adult, finally from examining both the child and the context to the study of the child in the context.

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Muttaqin, Imam, and Abdul Wahab Rasyidi. "Taf’īl al-Anmāṭ at-Tafā‘uliyyah fī Ta’līm al-Lugah al-‘Arabiyyah Dākhila al-Bī`ah al-Iṣṭinā’iyyah ‘alā Ḍau’i an-NaẒariyyah al-Ijtimā‘iyyah aṡ- Ṡaqafiyyah li Vygotsky." LISANIA: Journal of Arabic Education and Literature 4, no. 2 (December 31, 2020): 196–216. http://dx.doi.org/10.18326/lisania.v4i2.196-216.

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The interaction patterns of Arabic learning can be realized in an artificial environment based on Vygotsky's socio-cultural theory. This research aims; 1. To know the interaction patterns of learning Arabic in an artificial environment. 2. To know how to activate the interaction patterns of learning Arabic in an artificial environment based on Vygotsky's socio-cultural theory. This research is a qualitative analysis descriptive study with a symbolic interactional approach. The data collected by using observation, interviews and documentation. The results of data analysed by using the Miles and Huberman analysis methods. For validating the data used triangulation method. This study finds out that, 1. The pattern of Arabic learning interaction; a. Interaction between teachers students. b. Interaction between teachers groups of students, c. Interaction between teacher groups student groups. 2. There are important thing in activating the interaction pattern; a. Mediated learning. b. Ensure the regulation in children by using scaffolding techniques in zone proximal development of student (ZPD). c. Apply the micro genesis model by providing collaborative learning. d. Watch for and supervise the use of children's "inner speech" and "private speech" considering their level of cognition and age. e. Using an active system in Arabic learning.

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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 challenge while maintaining relationships based on trust. Recently, pedagogic or learning-focussed elements of partnership practice have been identified, but there have been no systematic attempts to link theories of learning with the practices and challenges of primary health-care professionals working with families in a pedagogic role. This paper explores key concepts of Vygotsky’s theory of learning (including mediation, the zone of proximal development, internalisation, and double stimulation), showing how pedagogic concepts can provide a bridge between the policy rhetoric of partnership and primary health practice. The use of this theory to address the three key challenges is explicitly discussed.

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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 (August 20, 2013): 371–77. http://dx.doi.org/10.15580/gjss.2013.7.052213632.

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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, liberal education has been chosen as a way to develop students, alongside their professional preparation. In the search for best application options of liberal education, the author realized the connection between liberal education philosophy and Vygotsky’s educational approach, as known as the zone of proximal development. This article analyzes the perspectives of liberal education and its logical connection with Vygotsky’s theory of the zone of proximal development.

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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 (December 3, 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 level of their respective zone of potential development, from which process the zone of potential development will become the students’ zone of actual development, through which the students will enter their next zone of potential development, and so forth. This Heutatogical thinking is founded on the basic premise that (1) learning is centered and determined by the students, (2) the students’ capability in applying relevant skills in familiar and unfamiliar conditions, (3) the students’ reflective and metacognitive process, (4) multiple repetitions, and (5) non-linear learning. Learning process in Vygotsky’s concept Zone of Proximal Development can be applied in Heutatogical thinking through (1) the settlement of learning contract, (2) improving the learning activities, and (3) learning assessment with heutatogical deisgns, namely exploration, creation, collaboration, connection, sharing, and reflection. However, it is important to highlight in the implementation of this Vygotskian Heutogogical learning is that the students’ backgrounds and characteristics should be closely observed, with a close monitoring of the possible conflicts occurring during the learning process as they develop their sense of responsibility as they conduct their independent learning collaboratively, which might be novel for students accustomed with conventional learning.

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O'Sullivan, Linda, and N. Miguel Seabra. "School in a Box in Low Resource Primary School in Mozambique." International Journal of Mobile and Blended Learning 8, no. 2 (April 2016): 44–54. http://dx.doi.org/10.4018/ijmbl.2016040104.

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The new Sustainable Development Goals call for quality education for all. This study aims to examine the role of mobile educational technology, through the School in a Box intervention, particularly in supporting teachers skills in achieving quality education, in the context of a public primary school in Mozambique. Quality education is examined specifically in relation to participative pedagogical practices designed to contextualise learning in locally relevant meaning, and providing children with the skills of learning how to learn. Additionally it is examined in the context of teacher professional development and creating peer support structures within the teaching community enabling teachers to be at the forefront of initiatives introducing mobile educational technology in low resource learning environments in Sub Saharan Africa. This paper sets the context for the use of the School in a Box tool in the classroom and in teacher professional development against the theoretical framework of Vygotsky's zone of proximal development. The study aims to furthermore examine how teachers can be enabled to appropriate use of the technology to the local environment and curriculum needs.

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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 (April 25, 2016): 158. http://dx.doi.org/10.5296/ijl.v8i2.9252.

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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 approaches and tools such as backward design and Vygotsky’s zone of proximal development (ZPD), Bloom’s taxonomy could provide an invaluable and indispensable roadmap for crafting effective learning outcomes that drive the whole process of course design.

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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 (December 8, 2016): 96–109. http://dx.doi.org/10.1080/00344087.2016.1223492.

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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 (October 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 focused on classroom contexts where the provision of mediation during teacher–learner interactions may simultaneously illuminate learner abilities and promote development. Examples are presented involving learners of French. D’abord introduite à l’Ouest par un collègue de Vygotsky, Luria (1961), la Zone Proximale de Développement (ZPD) a inspiré une approche visant à évaluer le potentiel d’apprentissage connue sous le nom d’Évaluation Dynamique (DA). Pourtant, Vygotsky (1986) concevait aussi la ZPD comme un principe capable de guider un enseignement visant à influencer de manière optimale le développement de l’élève, une notion qui a été explorée avec enthousiasme dans le domaine de l’éducation. Le champ de la linguistique appliquée prend comme point de départ une lecture dialectique de Vygotsky, comprenant l’évaluation de la ZPD et l’enseignement dans la ZPD dans un même processus. Jusqu’au présent, ce travail s’est centré sur les contextes de classe où l’offre de médiation au cours des interactions enseignant-élè ve peut simultanément éclairer des capacités de l’élève et promouvoir leur développement. Les exemples présentés concernent des élèves qui apprennent le français langue seconde. Zunächst von Vygotskys Kollegen Luria (1961) in der westlichen Welt vorgestellt, hat die Zone der proximalen Entwicklung (ZPE) einen Ansatz zur Untersuchung des Lernpotentials inspiriert, der als dynamische Diagnostik (Dynamic Assessment, DA) bekannt geworden ist. Vygotsky (1986) hat jedoch die ZPE auch als Leitprinzip für ein Lehren konzipiert, das optimalen Einfluss auf die Entwicklung des Lerners haben soll, eine Idee, die enthusiastisch im pädagogischen Feld untersucht wurde. Der Bereich der angewandten Linguistik nimmt als ihren Ausgangspunkt eine dialektische Auslegung von Vygotsky, bei dem die Erfassung der ZPE und das Unterrichten in dieser Zone als einheitlicher Prozess aufgefasst werden. Derzeit fokussiert diese Arbeit auf Klassenraumkontexten, wo die Bereitstellung von Mediation während Lehrer-Lerner-Interaktionen in simultaner Weise die Fähigkeiten der Lerner aufhellen kann und gleichzeitig Entwicklung fördert. Beispiele von Schülern aus dem Fremdsprachenunterricht werden vorstellt. La Zona de Desarrollo Próxima, introducida primeramente en occidente por Luria (1961), que fue discípulo de Vygotsky, ha inspirado un enfoque para evaluar el potencial de aprendizaje, entendido como una Evaluación Dinámica. Sin embargo, Vygotsky (1986) concibió la Zona de Desarrollo Próxima como una guía para la enseñanza y para optimizar el impacto del desarrollo del aprendiz, una noción que ha sido investigada de forma enfática en educación. El campo de la lingüística aplicada toma como punto de partida una lectura dialéctica de Vygotsky, una evaluación comprensiva de la Zona de Desarrollo Próxima y una enseñanza en dicha Zona para convertirlo en un proceso unificado. Este trabajo se ha focalizado en el contexto del aula, donde la provisión de la mediación se ha producido durante las interacciones entre el profesor y los estudiantes, lo cual permite iluminar simultáneamente las habilidades de los estudiantes e incrementar su desarrollo. Se presentan ejemplos relativos a estudiantes de Francés. La Zona di Sviluppo Prossimale (ZPD), sin dalla sua prima presentazione in Occidente da parte di Luria (1961) collega di Vygotsky, ha ispirato l’approccio di valutazione del potenziale di apprendimento noto come Valutazione Dinamica (DA). Tuttavia Vygotsky (1986) aveva anche concepito la ZPD come un principio guida per un insegnamento che abbia un impatto ottimale sullo sviluppo dello studente, una idea che è stata oggetto di ricerche entusiastiche in educazione. Il campo della linguistica applicata considera come punto di partenza una lettura dialettica di Vygotsky, intendendo la valutazione della ZPD e l’insegnamento nella ZPD come un processo unificato. Finora questo lavoro si è focalizzato sui contesti di classe, in cui la mediazione durante le interazioni docente-studente pu ò nello stesso tempo mettere in luce le abilit à dello studente e promuovere lo sviluppo. Vengono presentati esempi che coinvolgono studenti francesi.

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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 (September 21, 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 development, agency, reﬂection, and problem’s epicentre. We present di˙erent ways of operationalizing these notions applied to aiding children with learning diÿculties. The notion of dual resource we propose is important for developing new techniques of working in the zone of proximal development; it is this basis certain technologies of organising the client’s reﬂection are relying on. We give examples of counselling children in such way and present a com-parative analysis of the counsellor’s work with action schemas and cognitive-behavioural therapist’s work with problematic emotional states and behaviours in children with learn-ing diÿculties. The theoretic system we disclose helps to comprehend the famous quote from Lev Vygotsky: “one step in learning may signify a hundred steps in development”.

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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 (January 29, 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 is recognized by Educator Preparatory Providers (EPPS) as a major instructional approach used to promote student achievement and that some pre-educator candidates perceive problems implementing this innovative form of teaching social studies in the early childhood classroom. Another significant finding from the study is that it extends our knowledge about the application of Vygotsky’s ZPD in the early childhood social studies classroom. Implications for early childhood teacher preparation and future research are considered in the paper. Keywords: cognitive development, early childhood education, instructional ecology, preservice teachers, zone of proximal development

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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 (December 29, 2017): 18–30. http://dx.doi.org/10.1080/00131857.2017.1421941.

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Galaige, Joy, and Geraldine Torrisi-Steele. "Unpacking the ‘Learning' in Student-Facing Analytics." International Journal of Adult Vocational Education and Technology 10, no. 1 (January 2019): 1–12. http://dx.doi.org/10.4018/ijavet.2019010101.

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Founded on the need to help university students develop a greater academic metacognitive capacity, student-facing learning analytics are considered useful tools for making students overtly aware of their own learning processes, helping students to develop control over their learning, and subsequently supporting more effective learning. However, early research on the effectiveness of student-facing analytics is giving mixed results and is casting some doubt over the usefulness of student-facing learning analytics. One factor contributing to doubt over the value of student-facing learning analytics is that their design and implementation remains firmly rooted in the technical domain, with virtually no grounding in the knowledge base of learning and teaching. If the growing investment of resources into the development of student-facing learning analytics systems is to be fruitful, then there is an obvious, urgent need to re-position student-facing learning analytics within learning and teaching frameworks. With this in mind, we use Schraw & Dennison's model of metacognition and Vygotsky's zone of proximal development to unpack the ‘learning' in student-facing analytics and work towards an understanding of student-facing analytics that is more conducive to supporting metacognition and effective learning.

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Arlina, A., and I. Iskandar. "Comprehension strategies used by the Islamic senior high school students during shadow reading." International Journal of Humanities and Innovation (IJHI) 2, no. 1 (March 31, 2019): 40–51. http://dx.doi.org/10.33750/ijhi.v2i1.34.

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This research aims at finding out comprehension strategies used by the students during shadow reading. This research is qualitative research with classroom observation. This research is based on Vygotsky's sociocultural theory that involves scaffolding and zone of proximal development (ZPD). The data is analyzed through problem-solving as comprehension analysis. The comprehension strategies are focused on three aspects of reading namely phonological processing, word recognition, and syntactical processing. This research is restricted to the interactional phase of shadow reading and focused during reading only. The result shows that from those three focuses, there are six comprehension strategies. In the phonological processing, there are repairing incorrect utterance of partner and dividing a word into manageable sound. In the word recognition, there are implicitly asking for repetition to complete the task and giving repetition for incorrect word. In the syntactical processing, there are modifying input in manageable repetition and explicitly requesting repetition to complete the task. Those strategies help the shadower to complete the task. Thus they can reach ZPD.

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Ruiz-Hernández, Conrado. "Towards an Experimental Verification of Vygotsky's Zone of Proximal Development: A Docimological Approach." Education Journal 6, no. 1 (2017): 47. http://dx.doi.org/10.11648/j.edu.20170601.16.

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Esteban-Guitart, Moisés. "The biosocial foundation of the early Vygotsky: Educational psychology before the zone of proximal development." History of Psychology 21, no. 4 (November 2018): 384–401. http://dx.doi.org/10.1037/hop0000092.

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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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Tchamou, Blandine. "The Handicapping «Forgetting» of Waste Workers in the Approach of Education to the Sustainable Development of Society." Postmodernism Problems 10, no. 2 (August 28, 2020): 235–57. http://dx.doi.org/10.46324/pmp2002235.

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Among the problems of postmodernism, the article will make a reasoned plea for waste management education for sustainable development. While some academics criticize the term "development" as a paradigm of endless utopian capitalist evolution, there is a consensus on the need to change society's relationship to the world and to adopt more appropriate behaviours. Unfortunately, waste management is not "thought" as a cultural need for education, but as a stack of sensitization actions and the prescription of an ideal of cleanliness linked to the efficiency of the function. Waste abandoned in inappropriate spaces (litter) and made 'visible' by the abandonment of masks related to the health crisis is not taken into account in expectations of improvement, creating the 'dropping out' of a large part of the population according to Vygotsky's theory in the proximal development zone. In the same movement, the sensitization action for better waste management is carried out by invisibilisation and maintaining the segregation of waste workers, present in all living areas, in contact with actual behaviour. Workers in the waste sector are ignored and invisible, even in the recent information report presented to the national assembly on "precarious" jobs in the link. Taking into account the resources offered by the educational sciences, particularly the pedagogy of decision-making could help to change the role of these professionals to improve the relationship between citizens and their waste, as is already the case in some municipalities.

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Kravtsov, G. G., and E. E. Kravtsova. "The Game as a Zone of Immediate Development of Preschool Children." Psychological-Educational Studies 11, no. 4 (2019): 5–21. http://dx.doi.org/10.17759/psyedu.2019110401.

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In the article, developing preschool education is considered in the logic of game activity. The authors followed L.S. Vygotsky is considered an imaginary situation as the criterion for the game and distinguishes two-positional nature as its essential characteristic. The article proves that the game in cultural-historical psychology has characteristics similar to the zone of proximal development. Developing preschool education is considered from the point of view of creating conditions for the formation and development of bi-subjectivity. According to the authors, developing preschool education should solve three problems - the task of forming psychological readiness for playing activity, the task of learning the game, and the task of using the game as a learning tool. There are two patterns that determine the developmental nature of learning at preschool age - this is the creation of situations in which the child should realize a strong-willed effort and purposeful development of a central psychological neoplasm.

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Tinungki, Georgina Maria. "ZONE PROXIMAL DEVELOPMENT GIVES A NEW MEANING TO THE STUDENTS’ INTELLIGENCE IN STATISTICAL METHOD LESSON." Journal of Honai Math 2, no. 2 (August 13, 2019): 129–42. http://dx.doi.org/10.30862/jhm.v2i2.69.

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Development of Zone of Proximal Development (ZPD) a learner needs guidance, help from adults or peers with a higher skill set in order of achieve a higher level of development. The level of knowledge or gradual knowledge is called by Vygotsky as scaffolding. Scaffolding means giving learners helps during the early stages of learning, then reducing the quantity of help and giving the learner opportunity to immediately take on the greater responsibility, after being able to do tasks on their own. One in the statistics Lesson program is Statistical Method, which requires high-level thinking since the students are hoped to be able to analyze statistics inference. In this case, students need help during the learning process in order to understand the concept of Statistical Method material optimally. The help could be in the form of guidance, encouragement, outlining problems into other forms that enable students to be independent. By implementing the ZPD process in the form of scaffolding stage, students are able to understand concepts of Statistical Method material optimally.

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Garrido, Bruno Sampaio. "A Construção da Identidade do Tradutor em Textos de Psicologia da Educação: Um Estudo Semiótico-Discursivo." Revista de Ensino, Educação e Ciências Humanas 20, no. 4 (December 20, 2019): 457–64. http://dx.doi.org/10.17921/2447-8733.2019v20n4p457-464.

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Este artigo visa a identificar e descrever os procedimentos linguísticos, discursivos e enunciativos do tradutor empregados durante o processo de tradução para, desse modo, caracterizar a construção da identidade desse sujeito-tradutor. Os fundamentos teóricos desta pesquisa estão assentados na semiótica discursiva, na análise do discurso de linha francesa e nas teorias da tradução. O corpus consistiu em: 1) o capítulo “The Zone of Proximal Development in Vygotsky’s Analysis of Learning and Instruction”, do psicólogo americano Seth Chaiklin; 2) sua tradução para o português, feita pela psicóloga brasileira Juliana Campregher Pasqualini. A busca por dados priorizou elementos pertinentes às escolhas lexicais e à organização sintático-semântica dos textos e, partir daí, efetuou-se a análise dos dados e a comparação das características enunciativas e discursivas de texto-fonte e texto-alvo para, posteriormente, definir-se o ethos tradutório. Conclui-se que a identidade do enunciador-tradutor se caracteriza por uma postura mais conservadora, restritiva e cautelosa ao buscar uma maior proximidade possível com o texto original tanto nos aspectos estruturais e semânticos quanto nas estratégias enunciativas. Do mesmo modo, o paralelismo evidenciado na tradução revela um ethos preocupado em obedecer as convenções e padrões de uma área do conhecimento em particular, bem como mostrar respeito e solidariedade para com o texto-fonte. Palavras-chave: Tradução. Identidade. Psicologia da Educação. Tradução Técnico-Científica. AbstractThis article aims to identify and describe the linguistic, discursive and enunciative procedures of the translator employed during the translation process, in order to characterize the construction of the subject-translator's identity. Theoretical foundations of this research arebased on the French Semiotics, on the French-line Discourse Analysis and on the Translation Theories. Corpus consisted of: 1) the chapter "The Zone of Proximal Development in Vygotsky's Analysis of Learning and Instruction", by Seth Chaiklin ; 2) its translation into Portuguese, by Brazilian psychologist Juliana Campregher Pasqualini. Data search prioritized elements pertinent to the lexical choices and to the syntactic-semantic organization of the texts and, from this, data analysis and comparison of the enunciative and discursive characteristics of source text and target text were performed, in order to define the translation ethos. It is concluded that the identity of the enunciator-translator is featured by a more conservative, restrictive and cautious posture when seeking as close as possible to the original text in both structural and semantic aspects and in declarative strategies. Likewise, the parallelism present in the translation reveals an ethos concerned with obeying the conventions and standards of a particular area of knowledge, as well as showing respect and solidarity with the source text. Keywords: Translation. Identity. Psychology of Education. Scientific and Technical Translation.

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Baucal, Aleksandar. "Construction and co-construction in the zone of proximal development: Could both Piaget and Vygotsky be right?" Psihologija 36, no. 4 (2003): 517–42. http://dx.doi.org/10.2298/psi0304517b.

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The main goal of the research is to get evidence to address the following issues: (1) What is the relationship between the Zone of Actual Development (ZAD) and the Zone of Proximal Development (ZPD)?, (2) Is the effect of the tasks joint solving relatively durable?, (3) Does the ZPD have predictive values for the future achievement over and above of ZAD?, and (4) What is more important for the prediction of future achievements - affective-motivational or cognitive help in joint solving? The experiment with parallel groups with 126 subjects is realised. Experimental treatment is consisted of solving of Raven matrices items with a gradual help given by experimenter according to previously defined plan. The results suggest: (1) there is positive and low correlation between ZAD and ZPD, (2) the effect of joint solving is relatively durable, (3) ZPD is significant predictor of future achievements over and above of ZAD, and (4) affective-motivational aspect of joint activity has stronger influence on future achievements than cognitive one.

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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 (September 21, 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-development relationship is hypothesized. The article outlines a multidimensional model of the zone of proximal development illustrating the above mechanism. This model is one of the conceptual tools of the Reﬂection and Activity Approach helping children overcome learning diÿculties and promoting their development. Having given the account of how they proceeded “from the idea to the problem” and “from the idea to the mechanism”, the authors provide case studies showing how this mechanism allows working with learning diÿculties to trigger simultaneous improvement in multiple developmental dimensions. The article reports on the experience of running special Summer Schools for children with learning diÿculties, implementing the “Chess for General Development” Project, and assisting orphaned children with severe somatic conditions. A case study of a female college student displaying signs of the learned helplessness syndrome is presented. The authors infer that Vygotsky’s idea of a speciﬁc relationship between learning and development may be of fundamental theoretical and practical value, especially for working with children with special needs.

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

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