zone of proximal development

(noun)

A concept developed by Soviet psychologist and social constructivist Lev Vygotsky that describes the difference between what a learner can do without help and what he or she can do with help.

Related Terms

Examples of zone of proximal development in the following topics:

  • The MKO

    • In order to gain an understanding of Vygotsky's theories on cognitive development, one must understand two of the main principles of Vygotsky's work: the More Knowledgeable Other (MKO) and the Zone of Proximal Development (ZPD).The MKO is somewhat self-explanatory; it refers to someone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept.Although the implication is that the MKO is a teacher or an older adult, this is not necessarily the case.Many times, a child's peers or an adult's children may be the individuals with more knowledge or experience.
    • Caption: This animation depicts Vygotsky's principles of More Knowledgeable Others (MKOs) and the Zone of Proximal Development (ZPD).In the first scene a child is wondering how to bake cookies.
    • She asks first her parents, followed by one of her friends.She then decides to ask her teacher, and then use the computer as a resource.Using the steps she gathered from others she is able to figure out how to bake the cookies.Concept and Creation developed by Yun-Shuang Chang, Hiliary Johnson, and Yi-Wen Tan (2005).
    • This animation depicts Vygotsky's principles of More Knowledgeable Others (MKOs) and the Zone of Proximal Development (ZPD).
    • Concept and Creation developed by Yun-Shuang Chang, Hiliary Johnson, and Yi-Wen Tan (2005).

  • Example of ZPD

    • During the week of learning the forehand, the instructor notices that Maria is very frustrated because she keeps hitting her forehand shots either into the net or far past the baseline.
    • In this case, Maria was in the Zone of Proximal Development for successfully hitting a forehand shot.

  • Human Language Development

    • Multiple theories have been proposed to explain the development of language, and related brain structures,  in children.
    • He also believes children have a natural need to use language, and that in the absence of formal language children will develop a system of communication to meet their needs.
    • Jean Piaget's theory of language development suggests that children use both assimilation and accommodation to learn language.
    • Lev Vygotsky's theory of language development focused on social learning and the zone of proximal development (ZPD).
    • Vygotsky's theory also demonstrated that Piaget underestimated the importance of social interactions in the development of language.

  • Coaching and Scaffolding

    • Inherent in scaffolded instruction is Lev Vygotsky's (1978) idea of the zone of proximal development.
    • It was Vygotsky's belief that "good learning" occurs in the child's zone of proximal development.
    • In other words, the projects are just beyond their zone of proximal development.
    • Designing learning experiences within learner's zones of proximal development (ZPDs): Enabling collaborative learning on-site and online.
    • The colors of each level indicate the Zone of Proximal Development.

  • Bibliography

    • Mind in society: Development of higher psychological processes.
    • A common focus of the work is Vygotsky's fascination with and study of the development of higher-ordered thinking in human beings.
    • The second half of the book introduces the concept of the Zone of Proximal Development and its implications for education.
    • Vygotsky defines Zone of Proximal Development as "the distance between the actual development 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 stressed the importance of socialization in the development of thought and language.

  • Personal Space

    • Living in the city alters the development of one's sense of personal space.
    • There is an intimate zone that is reserved for lovers, children, and close family members.
    • There is another intermediary zone that is used for conversations with friends, to chat with associates, and in group discussions.
    • There is a further zone that is used by strangers and acquaintances, and finally, a zone that is used for public speeches, lectures, and performances.
    • Many people find such physical proximity to be psychologically uncomfortable, but it is accepted as a fact of modern life.

  • Meristems

    • Cells of this zone have a stem cell function and are essential for meristem maintenance.
    • Surrounding the central zone is the peripheral zone.
    • The rate of cell division in the peripheral zone is higher than that of the central zone.
    • Each zone of the apical meristem has a particular function.
    • Discuss the attributes of meristem tissue and its role in plant development and growth

  • The ZPD

    • The concept of the More Knowledgeable Other is integrally related to the second important principle of Vygotsky's work, the Zone of Proximal Development.Taken together, the MKO and the ZPD form the basis of the scaffolding component of the cognitive apprenticeship model of instruction.Vygotsky (1978) defines the ZPD 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" (p. 86).Vygotsky believed that when a student is at the ZPD for a particular task, providing the appropriate assistance (scaffolding) will give the student enough of a "boost" to achieve the task.Once the student, with the benefit of scaffolding, masters the task, the scaffolding can then be removed and the student will then be able to complete the task again on his own.
    • As can be seen in the animation above, the ZPD is the area between the things that a learner can do on her own and the things that she cannot yet do, even with assistance.As we learn, this zone shifts to the right because we are able to do more and more things on our own.A key concept here is that the learner does the "whole" task with support as opposed to breaking tasks down into component skills to be learned in isolation.
    • Before the animation begins, the window is near the left end of the bar.
    • Most of the bar is in red.
    • Most of the bar becomes yellow.

  • Postnatal Bone Growth

    • The diaphysis and both epiphyses of a long bone are separated by a growing zone of cartilage (the epiphyseal plate).
    • Zone of cell hypertrophy: They stop dividing and begin to hypertrophy (enlarge).
    • Zone of calcification: The region where the cartilagenous matrix begins to calcify.
    • Zone of bone deposition (ossification): The walls between the lacunae break down and the chondrocytes die.
    • Differentiate among the zones of development from cartilage to bone in postnatal ossification

  • The Trait-Theory Approach

    • Understanding the importance of these traits can help organizations select, train, and develop leaders.
    • Proximal characteristics are traits that are malleable and can be developed over time.
    • The premise suggests that distal attributes (such as dispositional attributes, cognitive abilities, and motives/values) come first and then lead to the development of proximal characteristics.
    • This diagram visually represents Zaccaro's theory that distal attributes (e.g., cognitive abilities, personality, values) serve as precursors for the development of proximal personal characteristics (e.g. social skills, problem-solving skills), both of which contribute to leadership.
    • Explain the relevance of the trait approach in defining and promoting useful leadership development in the workplace