The zone of proximal development in Vygotsky's analysis of learning and instruction¶
Chaiklin, S. (2003). The zone of proximal development in Vygotsky's analysis of learning and instruction. Vygotsky's Educational Theory in Cultural Context.
Cited by¶
1 citation across 1 artifact.
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Primes¶
- Zone of Proximal Development (ZPD)
- The ZPD presumes, as Chaiklin (2003) reconstructs from Vygotsky's original formulation: (a) a skill or developmental continuum along which learners are locatable; (b) a measurable distance between independent performance and performance achievable with assistance; © access to appropriate social or technological mediators (teachers, peers, tools, texts) capable of providing that assistance; (d) the learner's active, engaged cognitive participation — passive reception of demonstration does not constitute ZPD movement.
This sourceCritical reconstruction of the ZPD from Vygotsky's primary sources; identifies and corrects common misreadings (especially conflation with mere "challenging task" or with scaffolding tout court).
- The ZPD presumes, as Chaiklin (2003) reconstructs from Vygotsky's original formulation: (a) a skill or developmental continuum along which learners are locatable; (b) a measurable distance between independent performance and performance achievable with assistance; © access to appropriate social or technological mediators (teachers, peers, tools, texts) capable of providing that assistance; (d) the learner's active, engaged cognitive participation — passive reception of demonstration does not constitute ZPD movement.
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