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Relevant bibliographies by topics / ZPD: Zone of Proximal Development

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Academic literature on the topic 'ZPD: Zone of Proximal Development'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "ZPD: Zone of Proximal Development"

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

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

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Gehlot, Lalit. "Cognitive Development by Zone of Proximal Development (ZPD)." Journal of Education Culture and Society 12, no. 2 (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

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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 so

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

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

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Lukovic, Sladjana, Bojana Marinkovic, and Marija Zotovic-Kostic. "The zone of actual and the zone of proximal development measured through preschool dynamic assessment as predictors of later school performance - a longitudinal study." Psihologija, no. 00 (2021): 4. http://dx.doi.org/10.2298/psi200914004l.

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The goal of the study was to examine whether the zone of actual (ZAD) and the zone of proximal development (ZPD) in children, measured through preschool dynamic assessment, could be used as predictors of later school performance. A longitudinal study was conducted. The participants were 114 students from the ?Stevan Colovic? primary school in Arilje (54 boys, and 60 girls), Serbia. The findings generally confirm that measures from preschool dynamic assessment can be used as predictors of later school performance. ZAD was shown to be a better predictor than ZPD. ZPD is an independent predictor

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KADRI, MICHELE SALLES EL, WOLFF-MICHAEL ROTH, ALFREDO JORNET GIL, and ELAINE MATEUS. "Towards a more symmetrical approach to the zone of proximal development in teacher education." Revista Brasileira de Educação 22, no. 70 (2017): 668–89. http://dx.doi.org/10.1590/s1413-24782017227034.

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ABSTRACT This article focuses on relations between a new teacher and a teacher educator. It draws on the zone of proximal development (ZPD) studies, and the data is analyzed through conversation analysis. Ordinarily, the ZPD is used to theorize the learning that occurs in such a relation in asymmetrical terms. Our case study shows, however, that learning occurs for both participants in the relation, and that the very question of who becomes “the more competent peer” arises from the relation that constitutes a ZPD. Therefore, there are dialectical inversions, whereby the actual roles of teacher

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Veresov, N. N. "ZBR and ZPD: Is there a difference?" Cultural-Historical Psychology 13, no. 1 (2017): 23–36. http://dx.doi.org/10.17759/chp.2017130102.

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The paper considers some problems of understanding the content of the theoretical notion of zone of proximal development in the English-language literature, related to unavailability of sources and some inaccuracies in translations. It is shown that, as a result of such inaccuracies, the notion of zone of proximal development (ZPD) turns out to be different in terms of its theoretical content from the notion of zona blizhayshego razvitiya (ZBR) (зона ближайшего развития, ЗБР), so that we can say that ZPD is not the same as ZBR. Simplification and fragmentation of basic theoretical ideas lead t

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

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

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

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

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Margolis, A. A. "Zone of Proximal Development (ZPD) and Organization of Students Learning Activity." Психологическая наука и образование 25, no. 4 (2020): 6–27. http://dx.doi.org/10.17759/pse.2020250402.

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The paper focuses on the specifics of children’s learning activity organization aimed at creating the Zone of Proximal Development. From this perspective, we analyze the potential of the theory of learning activity and the practice of developmental learning (D.B. Elkonin, V.V. Davydov), outline the achievements of this approach and reveal the issues of concern regarding the correlation between students preconceptions and scientific concepts. The paper thoroughly reconstructs the scientific discourse between the academic standpoints of the “Developmental Learning” and the “School of the Dialogu

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Dissertations / Theses on the topic "ZPD: Zone of Proximal Development"

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Bedell, Robert Irving. "Journey of Rediscovery: Less Control for More Learning." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/27836.

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Good student evaluations are not always the measure of a successful class, and in spite of my consistently high student evaluations, I knew something had been lost in my classes. In an effort to revitalize my teaching, to increase both student participation and instructor satisfaction, I undertook an experiment in which I taught two sections of the same literature survey differently. One class was taught as I had, of recent years, been teaching: primarily lecture. The second class was decentralized: circled seating arrangement, all participants (including me) seated, and a required student lit

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Wiles, Bradford Broyhill. "Toward a theory of how young children learn to read in the ZPD: Implications for research and practice." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/32058.

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The purpose of this position paper is to propose a comprehensive theoretical model of what can and does occur in the Zone of Proximal Development (ZPD) to extend thinking, learning and construction of meaning within a shared reading activity setting, including the development and emergence of language, literacy and social skills. By incorporating Lev Vygotskyâ s sociocultural perspective, Jean Piagetâ s dialectical learning, and the concepts of metacognition, mindfulness, and mind-mindedness, a model depicting the dynamics of a shared reading activity is proposed. Implications for research a

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

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Swanepoel, Nadia. "Teaching English reading comprehension to Grade 2 First Additional Language learners." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60983.

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English reading comprehension is an educational challenge worldwide. This study investigated how Grade 2 teachers teach English reading comprehension to First Additional Language (FAL) learners at three selected independent schools in Gauteng where the language of learning and teaching (LoLT) is English. Three English medium independent schools in Gauteng, South Africa participated in the study. The participants at each research site consisted of Grade 2 teachers (main participants) and Grade 2 learners (secondary participants). Grade 2 teachers were selected purposively on the criteria that t

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Hallberg, Österberg Anna-Carin. "Fonemisk medvetenhet i förskolan. : En studie om hur pedagoger i förskolan arbetar med fonemisk medvetenhet." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68256.

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Language development is a part of what pre-school teachers are supposed to teach children in pre-school and reading books, singing songs and rhyming is something that goes on although it isn’t always thought of how or why it is done. Phonological awareness, as just mentioned, is something that pre-school teachers work with on an everyday basis. The purpose of this study is to see how pre-school teachers work with the part of the phonological awareness that is called phonemic awareness. This study aims to see how pre-school teachers teach how the letters of the alphabet sounds and what words so

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Smolinski, Conie Helena. "My penguin pal : o desenvolvimento da proficiência linguística através do jogo eletrônico : Club Penguin." Universidade do Vale do Rio dos Sinos, 2012. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3496.

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Submitted by Mariana Dornelles Vargas (marianadv) on 2015-05-08T19:23:00Z No. of bitstreams: 1 penguin_pal.pdf: 2970755 bytes, checksum: e323baab15deb3b73a8f9191a0da9960 (MD5)<br>Made available in DSpace on 2015-05-08T19:23:00Z (GMT). No. of bitstreams: 1 penguin_pal.pdf: 2970755 bytes, checksum: e323baab15deb3b73a8f9191a0da9960 (MD5) Previous issue date: 2012-03-07<br>Nenhuma<br>O presente estudo investiga os efeitos da inserção do jogo eletrônico Club Penguin (disponível em videogame e em ambiente virtual - www.clubpenguin.com) nas aulas particulares de inglês como segunda língua (L2)

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Maia, Vanessa Alexandra Fernandes. "Relatório da prática de ensino supervisionada em educação pré-escolar: a relevância da interação criança-criança em grupos heterogéneos no processo de aprendizagem." Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/13611.

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O presente relatório corresponde a uma descrição refletida do trabalho desenvolvido na Prática de Ensino Supervisionada em Educação Pré-Escolar, na instituição Centro Infantil Irene Lisboa (CIIL), em contexto de Creche e Jardim de Infância. Este apresenta, inicialmente, uma reflexão fundamentada cujo enfoque é o tema do relatório: a relevância da interação criança-criança em grupos heterogéneos no processo de aprendizagem, sustentada na perspetiva sócio histórica de Vygotsky, nomeadamente no conceito de zona de desenvolvimento próximo (ZDP ) e na abordagem de Lilian G. Katz acerca da contribui

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Arruda, Juliana Silva. "Tecnologias digitais e emergÃncia de zonas de desenvolvimento proximal na sala de aula." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=17730.

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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior<br>O Brasil vivencia um perÃodo de imersÃo tecnolÃgica em todas as Ãreas da sociedade, e a cada dia sÃo criadas tecnologias que potencializam as diversas atividades humanas. A escola deve acompanhar as mudanÃas advindas dos avanÃos tecnolÃgicos e ficar atenta Ãs novas possibilidades educacionais para desenvolver prÃticas contemporÃneas, a partir da inserÃÃo de computadores em atividades curriculares. Estes recursos possibilitam a interaÃÃo nas atividades em grupo, na troca de ideias e opiniÃes; ou para a pesquisa de outras realidades.

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Silva, Ana Mendonça Ferreira da. "Prática de ensino supervisionada em educação pré-escolar: o processo de aprendizagem em grupos heterogéneos." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/11322.

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Este trabalho resulta da pesquisa bibliográfica e da prática de ensino supervisionada (PES) em contexto de creche e jardim-de-infância. Tem como objetivo compreender o processo de aprendizagem em grupos heterogéneos e contribuir para uma reflexão pedagógica sobre a importância que deve ser dada nas constituições dos grupos no ensino pré-escolar. Os pressupostos teóricos que orientam este trabalho sustentam-se na perspetiva sócio histórica de Vygotsky, nomeadamente no conceito de zona de desenvolvimento próximo – ZDP, que destaca a importância das interações da criança com os outros seres mais

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

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Books on the topic "ZPD: Zone of Proximal Development"

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

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

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

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

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

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

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

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

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

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

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

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Book chapters on the topic "ZPD: Zone of Proximal Development"

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

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

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

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

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

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

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

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Roth, Wolff-Michael. "Zone of Proximal Development in Mathematics Education." In Encyclopedia of Mathematics Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-77487-9_156-7.

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Roth, Wolff-Michael. "Zone of Proximal Development in Mathematics Education." In Encyclopedia of Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_156.

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Roth, Wolff-Michael, and Alfredo Jornet. "Genesis of the Zone of Proximal Development." In Understanding Educational Psychology. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39868-6_11.

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Conference papers on the topic "ZPD: Zone of Proximal Development"

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

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Cowling, Michael, and Robert Vanderburg. "An Interactive Virtual Reality Physics Instructional Environment based on Vygotskian Educational Theory." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0116.

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Physics Education is a popular application for Virtual Reality (VR), with many simulations being available for students to manipulate objects in virtual space. However, most of these applications take a Piagetian approach to learning, instructing first in a traditional way and then exposing students to VR in a sandbox environment without the instructor present. This paper proposes a design for a VR physics simulation that takes a Vygotskian approach using Zone of Proximal Development (ZPD) and scaffolding to teaching physics, allowing the students and instructor to collaborate in virtual space

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

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

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

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

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

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

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

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

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