EDTECH 504: Learning Theories Paper

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Learning Theories: 

Zone of Proximal Development

Overview

The Zone of Proximal Development (ZPD) is a learning theory first developed by Lev Vygotsky that suggests “interaction on a task between a more competent person and a less competent person” can assist the less competent person in becoming “independently proficient at what was initially a jointly accomplished task” (Chaiklin, 2003, p. 41). The term scaffolding is often used to describe the various supports offered by a “more competent other” to help the learner develop new knowledge and incorporate it into existing understanding (Obukhova & Korepanova, 2009, p. 27).

This theory is associated with the epistemological theory Constructivism, which generally proposes humans create, or construct, meaning, and that “learners build new knowledge upon the foundation of previous learning” (Hoover, 1996). The ZPD is one of many theories born out of the idea that knowledge is created by the learner; however, the theory further incorporates the idea that, with assistance, a learner can reach a desired or potential level of knowledge (Chaiklin, 2003, p. 40).

Contributors

The social cognitive theorist and psychologist Lev Vygotsky is credited for developing “the most general and essential features of the ZPD concept” (Obukhova & Korepanova, 2009, p. 26). While Vygotsky worked and published before his early death in the first quarter of the twentieth century, his work was largely unknown to English-speaking audiences until later publication of his ideas in the 1960’s and late 1970’s (Chaiklin, 2003, p. 40).

Major Principles

The theory of the Zone of Proximal Develop includes many underlying beliefs that are connected to socialization as part of development, and as Wells notes, “the puzzle that most preoccupied Vygotsky concerned the scope and rapidity of human development” (2000, p. 52). One major principle of ZPD is that in order to best measure development, one should measure first what a learner can do on their own, then what they can do with assistance. Furthermore, because assistance necessitates social behavior, it is held that “social interaction is the basis for cognitive growth” and “the communication that transpires in a social setting with more knowledgeable or proficient people” helps develop understanding of a concept (Coffee, 2009). Also crucial to the development of knowledge is the contextualization of learning, or the learner’s need for relevance, in order to assist a learner in incorporating new knowledge into existing frameworks used for understanding (Walqui, 2006, p. 162).

Application

In language acquisition classrooms, a teacher may decide to pair a more competent peer with a less competent peer to assist in the development of language skills. For example, when attempting a new language concept such as the subjunctive verb tense in Spanish, an instructor might pair novice and more experienced students together for an activity. As Walqui (2006, p. 162) notes, in this way, the more experienced student can provide support where necessary, assisting the novice student with the incorporation of new knowledge into existing schemata while simultaneously testing their own understanding of the concepts being taught.

References

Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s analysis of learning and

instruction. Vygotsky’s educational theory in cultural context, 1, 39-64.

Coffee, H. (2009). Zone of proximal development. LearnNC: K-12 Teaching and Learning From the

UNC School of Education. Retrieved from http://www.learnnc.org/lp/pages/5075

Hoover, W. (1996). The Practice Implications of Constructivism. SEDL Letter, 99(3). Retrieved from

http://www.sedl.org/pubs/sedletter/v09n03/practice.html

Obukhova L.F., & Korepanova, I.A. (2009). The Zone of Proximal Development. Journal of Russian and

East European Psychology, 47(6), 25-47.

Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual

                 framework. International Journal of Bilingual Education and Bilingualism, 9(2), 159-180.

Wells, G. (2000). Dialogic inquiry in education. Vygotskian perspectives on literacy research, 51-85.