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The concept of the zone of proximal development was originally developed by Vygotsky to argue against the use of academic, knowledge-based tests as a means to gauge students' intelligence. He also created ZPD to further develop Jean Piaget's theory of children being lone and autonomous learners. [4]
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
Dynamic assessment is a product of the research conducted by developmental psychologist Lev Vygotsky. It identifies Constructs that a student has mastered (the Zone of Actual Development) Constructs that a student is currently able to understand or tasks a student can do with scaffolding (the Zone of Proximal Development).
Lev Semyonovich Vygotsky (Russian: Лев Семёнович Выготский, [vɨˈɡotskʲɪj]; Belarusian: Леў Сямёнавіч Выгоцкі; November 17 [O.S. November 5] 1896 – June 11, 1934) was a Russian and Soviet psychologist, best known for his work on psychological development in children and creating the framework known as cultural-historical activity theory.
Juan Pascaual-Leone was the first to propose a neo-Piagetian stage theory. Since that time several neo-Piagetian theories of cognitive development have been proposed. [12] These include the theories of Robbie Case, Grame Halford, Andreas Demetriou and Kurt W. Fischer. The theory of Michael Commons' model of hierarchical complexity is also ...
One of them is the psychologist Erik Erikson, [8] who created a model of eight phases of psychosocial development. [8] According to his theory, people go through different phases in their lives, each of which has its own developmental crisis that shapes a person's personality and behavior. [9] Charles Darwin
Another aspect of Vygotsky's theory is private speech. Private speech is when a person talks to themselves in order to help themselves problem solve. Scaffolding or providing support to a child and then slowly removing support and allowing the child to do more on their own over time is also an aspect of Vygotsky's theory. [18]
Although based on the work of Piaget, the influence of Vygotsky's 'constructivist theory' and learning in the classroom has become more popular because it considers the influence of group processes and social contexts that are, in themselves, influenced by such constructs as cultural diversity and stages of development.