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Books on the topic 'Zone of proximal development ZPD'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 June 2025

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1

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

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2

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

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3

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

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4

Petrick-Steward, Elizabeth. Beginning Writers in the Zone of Proximal Development. Taylor & Francis Group, 2012.

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5

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

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

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7

Steward, Elizabeth Petri. Beginning Writers in the Zone of Proximal Development. Taylor & Francis Group, 2012.

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8

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

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9

Petrick-Steward, Elizabeth. Beginning Writers in the Zone of Proximal Development. Taylor & Francis Group, 2012.

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10

Petrick-Steward, Elizabeth. Beginning Writers in the Zone of Proximal Development. Taylor & Francis Group, 2012.

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11

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

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12

Petrick-Steward, Elizabeth. Beginning Writers in the Zone of Proximal Development. Taylor & Francis Group, 2012.

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13

Beginning Writers in the Zone of Proximal Development. Routledge, 2012.

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14

Beginning Writers in the Zone of Proximal Development. Routledge, 2012.

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15

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

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16

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

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17

Bøttcher, Louise, and Charlotte Mathiassen, eds. Dialectic Special Pedagogy. Bloomsbury Publishing Plc, 2024. https://doi.org/10.5040/9781350360600.

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This book offers theoretical and practical discussion on the inclusion of students with disabilities and learning impairments within the learning environments and beyond.It explores how social relations and social activities can support the personal and social transitions of children, young people and adults in need of specialized support. Written by academics based in Australia, Canada, Denmark, the Netherlands and the UK, the contributors take a cultural-historical and dialectical approach as a starting point for special pedagogy. This approach enables special pedagogy to rise above biological-essentialist, environmental-social-training and purely sociological approaches and to focusing on development as a psychological as well as a social phenomenon. The chapters cover a range topics including deaf education, primary and secondary disabilities, play, mediation, incarcerated youth and mental illness. The contributors draw heavily on psychologist Lev Vygotsky’s work and his notion of the zone of proximal development.

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18

Lapidus, Alec. Second Language Cultural Negotiation and Visual Literacy. Lexington Books, 2020. https://doi.org/10.5040/9781978728066.

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Second Language Cultural Negotiation and Visual Literacy looks at the theory behind cultural learning at the intersection of culture, visuals, and emotions and offers a theoretical and practical foundation upon which teachers can build. Bringing to light theoretical work from multilingual sources, this book illuminates the process of second language cultural negotiation as subjective, affective, and reliant on imagination and applies this theoretical basis to using comics inside and outside the classroom. It re-examines the popular Vygotskian concept of meaning making in the Zone of Proximal Development and identifies sequential art as a unique and legitimate academic medium that can enable cultural negotiation in a diverse and increasingly globalized society. This book explores the mechanism employed by English language learners reading comics to make meaning. Lapidus establishes interdisciplinary research as a valuable form of research and draws upon the concept of multiliteracies to illuminate the multimodal nature of meaning making. Presenting theory and its practical ramifications, this book will be of interest to undergraduate and graduate students, language teachers, and anyone who enjoys exploring the way humans learn.

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19

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

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The article discusses the ways in which natural language might be implicated in human cognition. The Soviet psychologist Lev Vygotsky developed his ideas on the interrelations between language and thought, both in the course of child development and in mature human cognition. One of Vygostky's ideas concerned the ways in which the language deployed by adults can scaffold children's development, yielding what he called a ‘zone of proximal development’. He argued that what children can achieve alone and unaided is not a true reflection of their understanding. Vygotsky focused on the overt speech of children, arguing that it plays an important role in problem solving, partly by serving to focus their attention, and partly through repetition and rehearsal of adult guidance. Clark draws attention to the many ways in which language is used to support human cognition, ranging from shopping lists and post-it notes, to the mental rehearsal of remembered instructions and mnemonics, to the performance of complex arithmetic calculations on pieces of paper. Researchers have claimed that animals and pre-verbal infants possess a capacity for exact small-number judgment and comparison, for numbers up to three or four. There is also some evidence that natural language number-words might be constitutive of adult possession and deployment of exact number concepts, in addition to being developmentally necessary for their acquisition.

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