Zone of Proximal Development

The Zone of Proximal Development was first created by a psychologist named Lev Vygotsky.

The Zone of Proximal Development states that there are two potential components:

Where the individual currently is in their development

The potential for the individual development

The purpose of the Zone of Proximal Development is to identify the space that is more ideal for learning. This spot should be just beyond their current level of understand or capability but not so far out that they cannot reach it which leads to exasperation. The Zone of Proximal Development is the space that provides the most growth and pushes the individual to just the right point.

Another way of looking at the Zone of Proximal Development is that it is a bridge between what is too easy and what is too challenging for a student.

Too Easy

Too easy is the space where an individual puts in little effort to understand the material. They are bored. This leads to a lack of learning and even a point when the student will quit learning because they feel like they already know everything.

Too Challenging

On the other end of the spectrum is too challenging. This is material that is too hard for the student to understand. An example is to take a beginning algebra student and toss them into a calculus course. The student will try to understand the material for a little while and then quickly surmise that it is hopeless. They will quit. This leads to a defeated attitude where the student believes they are incapable of learning.

When working with students, the educator can quickly identify this zone by recognizing the difference between what the student can do for themselves and when they need to be given more direction. The goal is to be in the middle and find material that is just right for the student to learn.

Scaffolding

Scaffolding is the process similar to a ladder. Students are given manageable steps or bites of knowledge which lead to greater knowledge and information.

As students become more proficient with the new information their Zone of Proximal Development will move. They gradually become more confident and independent. The goal for educators is to keep this zone in just the right place for the student to continue to learn and to gain more confidence in their learning capabilities.

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 By Tracy Atkinson

Tracy Atkinson, mother of six, lives in the Southwest with her husband and spirited long-haired miniature dachshunds. She is a teacher, having taught elementary school to higher education, holding degrees in elementary education and an EDS in higher education. Her passion is researching, studying and investigating the attributes related to self-directed learners and learning styles. She has published several titles, including MBTI Learning Styles: A Practical Approach, The Art of Learning Journals, Calais: The Annals of the Hidden, Lemosa: The Annals of the Hidden, Book Two, Rachel’s 8 and Securing Your Tent. She is currently working on a non-fiction text exploring the attributes of self-directed learners: The Five Characteristics of Self-directed Learners.