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Journal articles on the topic 'Zone of proximal development'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

Bozhovich, E. D. "Zone of Proximal Development." Journal of Russian & East European Psychology 47, no. 6 (November 2009): 48–69. http://dx.doi.org/10.2753/rpo1061-0405470603.

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2

Obukhova, L. F., and I. A. Korepanova. "The Zone of Proximal Development." Journal of Russian & East European Psychology 47, no. 6 (November 2009): 25–47. http://dx.doi.org/10.2753/rpo1061-0405470602.

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3

Zaretskii, V. K. "The Zone of Proximal Development." Journal of Russian & East European Psychology 47, no. 6 (November 2009): 70–93. http://dx.doi.org/10.2753/rpo1061-0405470604.

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4

Warford, Mark K. "The zone of proximal teacher development." Teaching and Teacher Education 27, no. 2 (February 2011): 252–58. http://dx.doi.org/10.1016/j.tate.2010.08.008.

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5

Gehlot, Lalit. "Cognitive Development by Zone of Proximal Development (ZPD)." Journal of Education Culture and Society 12, no. 2 (September 25, 2021): 432–44. http://dx.doi.org/10.15503/jecs2021.2.432.444.

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Aim/Thesis: The aim of this research is to promote the use of the three concepts-- the Zone of Proximal Development (ZPD), the Gettier Problem, and Corpus Linguistics (Contextual Learning)--to increase the academic performance of early undergraduate engineering students. Concept/Methods: 30 Engineering students completed one untimed Mensa IQ Test of 10 questions and one Simon-Binet IQ Test of 50 random IQ questions with a 12 minute time limit. These 30 students were chosen from two different college sections: 15 students from each section. Before the second Simon-Binet Test, one group, G(a), was given ZPD scaffolding in three major topics — Working Memory, Fluid Reasoning and Spatial Reasoning —as they had answered questions based on these concepts incorrectly in their first Mensa IQ test. The second group, G(b), was not given the ZPD scaffolding. A statistical t-test that was later performed indicated that G(a), with scaffolding, outperformed G(b), without the scaffolding, in the second IQ test. Results and conclusion: Using the t-test, it is seen that the hypothesis of this research that ZPD, Gettier Problem and Corpus Linguistics can enhance the performance of the students in a short time period is correct. After the first Mensa IQ test, the level of both the groups G(a) and G(b) of engineering students was almost the same, indicated by a very similar mean results. However, after supporting G(a) utilizing ZPD, Gettier Problem and Corpus Linguistics for their three problem areas - Working Memory, Fluid Reasoning and Spatial Reasoning - identified after their first IQ test where the students needed scaffolding, the performance of this group improved more in comparison to G(b), as indicated by the results of the second online Simon-Binet Test. Research restrictions: It was not possible to provide all the random questions of the online Simon-Binet test given to all 30 students because the total number of questions would be 30*50=1500. Only the first ten questions of the Mensa IQ test are included in this research paper. Further, the third and fourth year engineering students are not included in this research as it is assumed that they have had already developed expertise and the effect of the investigated tools would not be clearly visible. Practical application: ZPD scaffolding was applied to the students when the students’ major problem areas were identified as requiring contextual learning and support. The Gettier Problem-- an epistemological concept-- was also used to keep their mind open at all the times during the learning process and Linguistics Corpus gave the contextual support as ZPD proposes the social-contextual mode of learning. Originality/Cognitive value: The paper presents empirical research on engineering students demonstrating the practical utility of ZPD, Gettier Problem and Corpus Linguistics in the process of learning, potentially irrespective of any discipline.
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6

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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7

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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8

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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<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 he/she can almost do alone.</p><p><strong>BAHASA INDONESIA ABSTRAK: </strong>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.</p>
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9

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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10

Bondarenko, Y. "LITERATURE EDUCATION IN THE "ZONE OF PROXIMAL DEVELOPMENT"." Research Notes, no. 3 (November 6, 2020): 27–36. http://dx.doi.org/10.31654/2663-4902-2020-pp-3-27-36.

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11

Wilson, Arnold, and Lissa Weinstein. "The Transference and the Zone of Proximal Development." Journal of the American Psychoanalytic Association 44, no. 1 (February 1996): 167–200. http://dx.doi.org/10.1177/000306519604400108.

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12

Steward, Elizabeth Patrick. "Beginning Writers in the Zone of Proximal Development." College Composition and Communication 47, no. 3 (October 1996): 443. http://dx.doi.org/10.2307/358318.

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13

Roth, Wolff-Michael, and Luis Radford. "Re/thinking the Zone of Proximal Development (Symmetrically)." Mind, Culture, and Activity 17, no. 4 (October 13, 2010): 299–307. http://dx.doi.org/10.1080/10749031003775038.

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14

Ohta, Amy Snyder. "Interlanguage pragmatics in the zone of proximal development." System 33, no. 3 (September 2005): 503–17. http://dx.doi.org/10.1016/j.system.2005.06.001.

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15

Tappan, Mark B. "Moral Education in the Zone of Proximal Development." Journal of Moral Education 27, no. 2 (June 1998): 141–60. http://dx.doi.org/10.1080/0305724980270202.

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16

Abtahi, Yasmine. "Pupils, tools and the Zone of Proximal Development." Research in Mathematics Education 20, no. 1 (December 6, 2017): 1–13. http://dx.doi.org/10.1080/14794802.2017.1390691.

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17

Hasse, Cathrine. "Institutional Creativity: The Relational Zone of Proximal Development." Culture & Psychology 7, no. 2 (June 2001): 199–221. http://dx.doi.org/10.1177/1354067x0172005.

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18

Samonenko, Yuri A., Olga A. Zhiltsova, and Ilya Yu Samonenko. "Ergatic model of the zone of proximal development. Design and development." National Psychological Journal, no. 3 (2017): 82–91. http://dx.doi.org/10.11621/npj.2017.0310.

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19

van Compernolle, Rémi A., and Celeste Kinginger. "Promoting metapragmatic development through assessment in the zone of proximal development." Language Teaching Research 17, no. 3 (May 6, 2013): 282–302. http://dx.doi.org/10.1177/1362168813482917.

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20

Adair-Hauck, Bonnie, and Richard Donato. "Foreign Language Explanations Within the Zone of Proximal Development." Canadian Modern Language Review 50, no. 3 (April 1994): 532–57. http://dx.doi.org/10.3138/cmlr.50.3.532.

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21

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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22

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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23

Clapper, Timothy C. "Cooperative-Based Learning and the Zone of Proximal Development." Simulation & Gaming 46, no. 2 (March 23, 2015): 148–58. http://dx.doi.org/10.1177/1046878115569044.

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24

Kantar, Lina D., Sawsan Ezzeddine, and Ursula Rizk. "Rethinking clinical instruction through the zone of proximal development." Nurse Education Today 95 (December 2020): 104595. http://dx.doi.org/10.1016/j.nedt.2020.104595.

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25

Allal, Linda, and Greta Pelgrims Ducrey. "Assessment of—or in—the zone of proximal development." Learning and Instruction 10, no. 2 (April 2000): 137–52. http://dx.doi.org/10.1016/s0959-4752(99)00025-0.

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26

Wass, Rob, Tony Harland, and Alison Mercer. "Scaffolding critical thinking in the zone of proximal development." Higher Education Research & Development 30, no. 3 (June 2011): 317–28. http://dx.doi.org/10.1080/07294360.2010.489237.

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27

Ash, Doris, and Karen Levitt. "Working within the Zone of Proximal Development: Formative Assessment as Professional Development." Journal of Science Teacher Education 14, no. 1 (February 2003): 23–48. http://dx.doi.org/10.1023/a:1022999406564.

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28

Ruswanda, Roby Firdian, Achi Rinaldi, Siska Andriani, and Gusti Ayu Farah Nabilla. "MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS MELALUI MODEL PEMBELAJARAN EXPERIENTIAL LEARNING BERBASIS ZONE OF PROXIMAL DEVELOPMENT (ZPD)." Journal of Mathematics Education and Science 3, no. 2 (October 31, 2020): 55–60. http://dx.doi.org/10.32665/james.v3i2.138.

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This research's background is the students' mathematical creative thinking abilities that are rarely of concern so that they are generally classified as low. This study aims to determine the Zone of Proximal Development Experiential Learning model's effect based on improving mathematical creative thinking skills. The design of this study uses the Quasi-Experimental Design form. This study's population were students of class VII SMP Negeri 19 Bandar Lampung with a sample of two experimental classes and one control class. Data analysis used the One Way Anova test, and the significance level was 5%. Based on the average increase, the Experiential Learning Model, based on the Zone of Proximal Development, is as good as the Experiential Learning Model. The Experimental Learning Model is based on Zone Of Proximal Development is better with conventional learning, Experiential Learning Model is better with conventional learning. Latar belakang penelitian ini adalah kemampuan berpikir kreatif matematis peserta didik yang jarang menjadi perhatian sehingga secara umum masih tergolong rendah. Tujuan dari penelitian ini mengetahui pengaruh model pembelajaran Experiential Learning berbasis Zone Of Proximal Development untuk meningkatkan kemampuan berpikir kreatif matematis. Desain penelitian ini menggunakan bentuk Quasi Experimental Disign. Populasi pada penelitian ini yaitu siswa kelas VII SMP Negeri 19 Bandar Lampung dengan sampel dua kelas eksperimen dan satu kelas kontrol. Analisis data menggunakan uji One Way Anova dan taraf signifikan 5%. Berdasarkan rata – rata peningkatan disimpulkan bahwa Model pembelajaran Experiential Learning berbasis Zone Of Proximal Development sama baiknya dengan Model pembelajaran Experiential Learning, Model pembelajaran Experiential Learning berbasis Zone Of Proximal Development lebih baik dengan pembelajaran konvensional, Model pembelajaran Experiential Learning lebih baik dengan pembelajaran konvensional.
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29

Pesic, Jelena, and Ana Zrenjanin. "'Philosophy for children' as creating the zone of proximal development." Psiholoska istrazivanja 17, no. 2 (2014): 191–206. http://dx.doi.org/10.5937/psistra1402191p.

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30

Ferguson, Chris, Egon L. van den Broek, and Herre van Oostendorp. "AI-Induced guidance: Preserving the optimal Zone of Proximal Development." Computers and Education: Artificial Intelligence 3 (2022): 100089. http://dx.doi.org/10.1016/j.caeai.2022.100089.

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31

Siyepu, Sibawu. "The zone of proximal development in the learning of mathematics." South African Journal of Education 33, no. 2 (May 6, 2013): 1–13. http://dx.doi.org/10.15700/saje.v33n2a714.

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Nicholas, Maria, Nikolai Veresov, and John Cripps Clark. "Guided reading – Working within a child's zone of proximal development." Learning, Culture and Social Interaction 30 (September 2021): 100530. http://dx.doi.org/10.1016/j.lcsi.2021.100530.

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33

Jacobs, Brendan, and Adam Usher. "Proximity as a Window into the Zone of Proximal Development." Literacy Information and Computer Education Journal 9, no. 1 (March 30, 2018): 2856–63. http://dx.doi.org/10.20533/licej.2040.2589.2018.0376.

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34

Zuckerman, Galina. "Child-Adult Interaction That Creates a Zone of Proximal Development." Journal of Russian & East European Psychology 45, no. 3 (June 2007): 43–69. http://dx.doi.org/10.2753/rpo1061-0405450302.

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35

Kravtsova, E. E. "The Cultural-Historical Foundations of the Zone of Proximal Development." Journal of Russian & East European Psychology 47, no. 6 (November 2009): 9–24. http://dx.doi.org/10.2753/rpo1061-0405470601.

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36

Macy, Leonora. "Bridging Pedagogies: Drama, Multiliteracies, and the Zone of Proximal Development." Educational Forum 80, no. 3 (May 23, 2016): 310–23. http://dx.doi.org/10.1080/00131725.2016.1173750.

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37

Wass, Rob, and Clinton Golding. "Sharpening a tool for teaching: the zone of proximal development." Teaching in Higher Education 19, no. 6 (March 28, 2014): 671–84. http://dx.doi.org/10.1080/13562517.2014.901958.

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38

Crook, Charles. "Computers in the zone of proximal development: Implications for evaluation." Computers & Education 17, no. 1 (January 1991): 81–91. http://dx.doi.org/10.1016/0360-1315(91)90075-3.

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39

Yanulis, Mary Anne. "Review of children's learning in the “zone of proximal development”." New Ideas in Psychology 4, no. 1 (January 1986): 135–39. http://dx.doi.org/10.1016/0732-118x(86)90067-x.

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40

van Compernolle, Remi A., and Lawrence Williams. "Promoting sociolinguistic competence in the classroom zone of proximal development." Language Teaching Research 16, no. 1 (December 12, 2011): 39–60. http://dx.doi.org/10.1177/1362168811423340.

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41

Cheyne, J. Allan, and Donato Tarulli. "Dialogue, Difference and Voice in the Zone of Proximal Development." Theory & Psychology 9, no. 1 (February 1999): 5–28. http://dx.doi.org/10.1177/0959354399091001.

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42

Park, Eun. "Mediational Feedback within zone of Proximal Development in EFL Writing." Korean Journal of Teacher Education 29, no. 1 (January 30, 2013): 35–51. http://dx.doi.org/10.14333/kjte.2013.29.1.35.

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43

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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Danish, Joshua, Asmalina Saleh, Alejandro Andrade, and Branden Bryan. "Observing complex systems thinking in the zone of proximal development." Instructional Science 45, no. 1 (September 8, 2016): 5–24. http://dx.doi.org/10.1007/s11251-016-9391-z.

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45

Luckin, Rosemary, and Benedict du Boulay. "Reflections on the Ecolab and the Zone of Proximal Development." International Journal of Artificial Intelligence in Education 26, no. 1 (November 17, 2015): 416–30. http://dx.doi.org/10.1007/s40593-015-0072-x.

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46

Abtahi, Yasmine. "A theoretical exploration: Zone of Proximal Development as an ethical zone for teaching mathematics." Avances de Investigación en Educación Matemática, no. 20 (October 25, 2021): 7–21. http://dx.doi.org/10.35763/aiem20.4038.

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For decades, Vygotsky’s Zone of Proximal Development (ZPD) has been utilized as an important theoretical framework for exploring and analysing the concept of learning, but its implications for teachers remain much less explored. In this article, I conceptualise some of the roots of Vygotsky’s sociocultural theory of learning and, on this basis, I explore the ZPD as an ethical and powerful zone for teaching. Together with providing a thorough description of some key aspects of Vygotsky’s theoretical concepts, the major question stated, What are the ethical responsibilities of teachers to guide students do mathematics that is beyond their independent ability? intends to open up an original line of inquiry. I first give an overview of this learning theory, as it stemmed from Marxism, my means of supporting examples from mathematics education research literature. It follows a discussion on the issue of ethics and responsibility to more explicitly highlight the ethical responsibilities and power of teachers that are implicit in the concept of ZPD.
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47

Kim, Myoung-Hae, and Soo-Yeon Han. "A Study on the Development of Learners in Hairdressing Using Vygotsky&apos;s Zone of Proximal Development." Journal of the Korean Society of Cosmetology 28, no. 4 (August 31, 2022): 855–71. http://dx.doi.org/10.52660/jksc.2022.28.4.855.

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Among the hair and beauty subjects, “Upstyle practice” education is not a regular curriculum but a “separate subject” that is “opened separately by researchers” and is a subject that is not included in the national technical qualification (beautician) exam, but is cooperative learning for learners. This is because it is possible to show artistry through this, and it is judged that it is appropriate to present the development of learners because of its easy participation and high utilization, and it can be selected as a subject for research and experimental research. The purpose of this study is to promote learner development and suggest educational effects by setting scaffolding and measuring interest and learning attitudes in small-group cooperative learning of Vygotsky's Zone of Proximal Development Theory. In the theoretical study, as a literature review on Vygotsky's educational theory, the researcher used Vygotsky's Zone of Proximal Development (ZPD). was designed. Classes using Vygotsky's Zone of Proximal Development showed relatively high interest and learning attitudes compared to traditional classes. can see. In the future, it is expected that continued research will be conducted on the content of hair and beauty practice courses that can be incorporated into daily life naturally.
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48

Veraksa, N. E. "Child Development: Two Paradigms." Cultural-Historical Psychology 14, no. 2 (2018): 102–8. http://dx.doi.org/10.17759/chp.2018140211.

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There are two ways of comprehending child development. The first one stresses the cultural essence of man. It regards the child as a human being that has not yet acquired culture and is faced with the task of its acquisition. The important part of culture is the system of norms, including various means and patterns, the so-called ‘ideal forms’. The bearer of these ideal forms and culture is the adult. The zone of proximal development is not for inventing new forms of culture, but for mastering the norms that already exist. Another approach sees the child as an individual with endless, limitless abilities. Thus the task that arises before the adult is to ensure that the child’s potential is fulfilled. This implies reaching out beyond the limits of the zone of proximal development as the abilities are limitless. And that, in turn, implies another space, aimed at new forms of culture which have not yet existed. We have called this the space of child actualization. In this space, the child’s role is the leading one. In its very sense this space is the opposite of the zone of proximal development where the acquisition of the old norms occurs (i.e. the assimilation of the child into culture); on the contrary, the space of actualization is a place where new norms are created, where the adult helps the child to implement the latter’s intentions, and where culture is assimilated into the child.
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49

Oliveira, Davi Eiji Furutani de, and Lidiane Paziani Lança. "A dinâmica do município de Progressópolis: relato de experiência sobre uma aula do Projeto Progressão de Brodowski-SP / The dynamics of Progressopoli’ municipality..." Cadernos CIMEAC 6, no. 2 (January 5, 2017): 111. http://dx.doi.org/10.18554/cimeac.v6i2.1892.

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Este trabalho relata a experiência de uma aula no Curso Progressão de Brodowski, que de forma interdisciplinar traz diversos conflitos de uma realidade simulada de um município fictício “Progressópolis” como zona de desenvolvimento proximal, em que os estudantes precisam usar os conceitos para a resolução dos problemas propostos, desenvolvendo para isso habilidades argumentativas e interpessoais, em coerência com a proposta do Curso Progressão de Educação Popular para formação de um cidadão crítico e reflexivo sobre sua própria condição.Palavras-chave: Relato de experiência; Zona de desenvolvimento proximal; Interdisciplinaridade; Formação crítica e reflexiva. ABSTRACT: This paper reports the experience of a class in Brodowski's Curso Progressão, which in an interdisciplinary way brings several conflicts of a simulated reality of a fictional municipality "Progressopolis" as a zone of proximal development, in which students need to use concepts for the resolution of proposed problems, developing for this purpose argumentative and interpersonal skills, in coherence with the proposal of the Curso Progressão of Popular Education for the formation of a critical and reflexive citizen about its own condition.Keywords: Experience report; Zone of proximal development; Interdisciplinarity; Critical and reflective training.
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Zaretsky, V. K., and A. B. Kholmogorova. "Pedagogical, Psychological And Psychotherapeutic Help In Overcoming Learning Difficulties To Facilitate Development." Консультативная психология и психотерапия 25, no. 3 (2017): 33–59. http://dx.doi.org/10.17759/cpp.2017250303.

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The paper discusses theoretical foundations for organising the work and interaction of various specialists who help children with learning difficulties (teachers, counsellors, therapists). The multidimensional model of the zone of proximal development based on cultural-historical psychology and developed in the theoretical framework of the Reflection and Activity Approach is proposed to be such a basic value. We connect different types of help to various developmental dimensions and consider them as technologies to enhancing the client’s development. We elaborate on the essence of such concepts as collaboration, zone of proximal development, agency, reflection, and problem’s epicentre. We present different ways of operational use of these concepts as applied to helping children with learning difficulties. The concept of double resource that we propose is important for developing new techniques of working within the zone of proximal development; it is this basis that certain technologies of organising the client’s reflection are relying on. We provide examples of counselling children using this approach.
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