VYGOTSKY'S ZONE OF PROXIMAL

DEVELOPMENT

What Is the Zone of Proximal Development?

The zone of proximal development refers to the difference between what a learner
can do without help and what he or she can achieve with guidance and encouragement
from a skilled partner.
Thus, the term “proximal” refers to those skills that the learner is “close” to
mastering.
The zone of proximal development (ZPD) is the range of abilities that an individual can
perform with assistance but cannot yet perform independently. These skills are called
"proximal" because the individual is close to mastering them but needs more guidance
and practice in order to perform these actions independently.

Vygotsky's Definition of ZPD

The concept, zone of proximal development was developed by Soviet psychologist and
social constructivist Lev Vygotsky (1896 – 1934).
The zone of proximal development (ZPD) has been defined as:
"the distance between the actual developmental level as determined by
independent problem solving and the level of potential development as
determined through problem-solving under adult guidance, or in collaboration
with more capable peers" (Vygotsky, 1978, p. 86).
Vygotsky believed that when a student is in the zone of proximal development for a
particular task, providing the appropriate assistance will give the student enough of a
"boost" to achieve the task.
Vygotsky died quite young and much of his work was not translated from Russian in
many years after his death. Once his work became more widely known, his approach and
theories became much more well-known. Today, his work is very influential in the field
of education.
There are a few essential factors that are critical to the success of this learning process:
·0 The presence of someone with knowledge and skills beyond that of the learner (a
more knowledgeable other).
·1 Social interactions with a skillful tutor that allow the learner to observe and
practice their skills.
·2 Scaffolding, or supportive activities provided by the educator, or more competent
peer, to support the student as he or she is led through the ZPD.

The "More Knowledgeable Other"

The concept of the "more knowledgeable other" is quite simple and fairly self-
explanatory. The more knowledgeable other is someone who has a higher level of
knowledge than the learner.
It is the more knowledgeable other (MKO) who provides critical guidance and instruction
during the sensitive learning period. While a child might not yet be capable of doing
something on her own, she is able to perform the task with the assistance of a skilled
instructor.
Social Interaction
This more knowledgeable other is often a parent, teacher, or another adult, but this is not
always the case. In many instances, peers provide valuable assistance and instruction.
During certain periods of a child's life, they may even look to peers more than they look
to adults. The teen years, when forming an identity and fitting in is so critical, is just one
example. Kids at this age often look to their peers for information about how to act and
how to dress.
Vygotsky believed that peer interaction was an essential part of the learning process. In
order for children to learn new skills, he suggested pairing more competent students with
less skilled ones.
Scaffolding
When children are in this zone of proximal development, providing them with the
appropriate assistance and tools gives students what they need to accomplish the new task
or skill. These activities, instructions, tools, and resources are known as scaffolding.
Eventually, the scaffolding can be removed and the student will be able to complete the
task independently.
While scaffolding is now almost synonymous with the zone of proximal development, it
is not a concept that was initially introduced by Vygotsky. Instead, this component has
been put forth by other researchers who have expanded upon the original theories.

Applications of ZPD in the Classroom

·3 It is important to realize that the zone of proximal development is a moving target.
As a learner gains new skills and abilities, this zone moves progressively forward.
·4 Teachers and parents can take advantage of this by continually providing
educational opportunities that are a slight stretch of a child's existing knowledge
and skills.
·5 By giving children tasks that they cannot quite do easily on their own and
providing the guidance they need to accomplish it, educators can progressively
advance the learning process.
For Example:
A teacher in an experimental psychology course might initially provide scaffolding for
students by coaching them step-by-step through their experiments. Next, the teacher
might slowly remove the scaffolding by only providing outlines or brief descriptions of
how to proceed. Finally, students would be expected to develop and carry out their
experiments independently.

Conclusion:
The zone of proximal development is an important concept in the fields of both education
and psychology. By understanding how the ZPD works, educators and instructional
designers can be better prepared to create instruction and learning programs that
maximize the tools and resources available to students.

REFERENCE:
The Zone of Proximal Development as Defined by Vygotsky
By Kendra Cherry
Updated on July 31, 2019
https://www.verywellmind.com/what-is-the-zone-of-proximal-development-279