Vygotsky
The zone of proximal development
The ZPD

This was a term used by Vygotsky to refer to the
distance between what a child can achieve alone,
and what the same child can achieve with
guidance from another person. According to
Vygotsky (1978), ‘..what is the zone of
proximal development today will be the
actual development level tomorrow.’ By this
he meant what a child needs help with today, he
or she will be able to do independently
tomorrow.

The word ‘proximal’
means next or close. A
child being assisted to
perform a task in his or
her zone of proximal
development is close to
managing it alone; it will
be the next thing they are
able to achieve
independently.
Hedegaard (1996)
Aim
Hedegaard investigated a teaching method which
involved deliberately working within the zone of
proximal development in a whole class situation.
 Method
A special programme of instruction was used
with Danish primary school children in a
longitudinal study. The three interrelated topics
were evolution of species, the origin of human
beings and historical change in societies.


These topics were presented separately through
a range of learning and research activities,
including the following: shared concentrate
activities; whole-class discussion; group work
and collective problem solving. Although the
topics were presented separately, children had to
answer questions that required an integrated
understanding of the three areas.


Results
The children were successfully able to answer
the questions. They could identify problems and
solutions and shifted from an interest in
particular species (concrete) to the formulation
of theories and models of species adaptation
(general). Fast learners found the new approach
to learning stimulating, whilst less able children
also showed interest and motivation.
Conclusion
By carefully structuring class activities teachers
can successfully work with the zone of proximal
development in a whole class teaching
environment.
Scaffolding


Vygotsky emphasised the role of adult
intervention and assistance in the development
of cognition. One such intervention that reflects
this is scaffolding (Wood et al, 1976).
This support is temporary, in that parents who
are sensitive to the needs and abilities of a child
gradually give less support as a child gains a
particular skill, up to the point that the child can
perform the skill independently.
Example

A grandfather is reading a
story to his granddaughter.
He pauses and directs the
child’s attention to a picture,
saying ’Can you point to the
sheep?’ this supports the
child’s growing ability to
relate the words of the story
to visible features of the
pictures.
Study
Aim
Wood and Middleton (1975) investigated the
type of parental assistance offered in a block
building activity.
 Method
The interactions between children (aged 4 years)
and their parents were observed. Each was
allowed to play individually with a set of
wooden blocks with a parent looking on. The
task, which involved fitting them all together,
was purposely too difficult for the child to
complete alone.


Results
Initially parents showed their child how to assemble the
blocks, and then, as the child became more capable of
managing alone, the parent would stop helping directly
but still give verbal suggestions and encouragement.
Various levels of support were noted:
Demonstration, Preparation, Indication, Specific
Instruction and Verbal Prompt.
The level of assistance declined as the
activity progressed.
Evaluation



Wood and Middleton showed that as the child becomes
more skilled they are given less specific support. This
finding supports the notion of scaffolding.
The study involves the acquisition of a single specific
skill rather than general cognitive development.
Theories of cognitive development are really about
explaining how children acquire conceptual rather than
routine task specific knowledge.
Scaffolding appears in many different forms. Parents
will use scaffolding in their responses to a child’s early
attempts at speech and in helping children to
understand their feelings, ‘You’re a bit upset now, aren’t
you?’ Nursery teachers will provide scaffolding for
young children as they are introduced to formal
learning activities….. etc.