proximal development
http://www.learnnc.org/lp/pages/5075
The concept of proximal development refers to the theory developed by psychologist Lev Vygotsky, which emphasizes the role of social interactions and guidance in a child's cognitive development. It suggests that children can accomplish more difficult tasks when they receive support from more knowledgeable individuals, such as parents, teachers, or peers.
To understand proximal development, let's break it down into its components:
1. Zone of Proximal Development (ZPD): This refers to the gap between a child's current level of development or problem-solving ability and the potential development or ability that can be achieved with the help of a more competent individual. It represents the range of tasks that a child is not yet able to do independently but can accomplish with appropriate guidance and support.
2. Scaffolding: This is the support provided by a more knowledgeable individual to help a child bridge the gap between their current abilities and their potential. The concept of scaffolding involves adjusting the level of support to meet the child's needs. As the child gains competence, the level of support gradually decreases.
To apply these concepts to practical scenarios and understand how to foster proximal development:
1. Identify the child's current level of development: Observe and assess the child's current skills, abilities, and problem-solving strategies related to a particular task or concept.
2. Determine the child's ZPD: Identify tasks or concepts that are slightly beyond the child's current level of ability but can be accomplished with guidance and support. These tasks should not be too easy or too difficult, but rather challenging enough to stimulate cognitive growth.
3. Provide appropriate scaffolding: Tailor your assistance and support to the child's ZPD. This might involve breaking down the task into smaller steps, modeling the desired behavior, offering hints or cues, asking leading questions, providing feedback, or offering encouragement.
4. Gradually reduce support: As the child becomes more proficient, gradually decrease the level of support, allowing them to become more independent in their problem-solving or skill acquisition. This process promotes the internalization of knowledge and skills, as the child begins to internalize the strategies and approaches used during the scaffolding process.
By applying these principles, educators, parents, and caregivers can facilitate a child's cognitive development and help them reach their full potential by providing the right amount of support and guidance at each stage of their learning journey.