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The zone of proximal development (ZPD) is a concept in educational psychology that represents the space between what a learner is capable of doing unsupported and what the learner cannot do even with support. It is the range where the learner is able to perform, but only with support from a teacher or a peer with more knowledge or expertise.
The range between the higher level of potential and the lower level of actual development indicates the zone of proximal development. Combination of these two indexes provides a more informative indicator of psychological development than assessment of actual development alone. [6] [7]
The zone of proximal development can be applied as an umbrella over the entire GRR model. Students are given support in the form of scaffolding and differentiate instruction throughout all four phases of the process.
The zone of proximal development is the field between what a learner can do on their own (expert stage) and the most that can be achieved with the support of a knowledgeable peer or instructor (pedagogical stage). [15] [page needed] [16] Vygotsky was convinced that a child could be taught any subject efficiently using scaffolding practices by ...
The zone is bracketed by the learner's current ability and the ability they can achieve with the aid of an instructor of some capacity. [28] The ZPD multidimensional model says that the ideas of the zone of proximal development can be applied to development in other areas of life, such as personality development as well. [29]
Zone of proximal development is a tool used to explain the learning of children and collaborating problem solving activities with an adult or peer. [25]
The zone of proximal development is Vygotsky's idea that at any age the child's potential for understanding and problem solving is not identical to his actual understanding and problem solving ability. Potential ability is always greater than actual ability: the zone of proximal development refers to the range of possibilities that exist ...
The zone of proximal development is what a child cannot accomplish alone but can accomplish with the help of an MKO (more knowledgeable other). [17] Vygotsky also believed culture is a very important part of cognitive development such as the language, writing and counting system used in that culture.