The DOI matches its Crossref record; 52 of the 54 references it cites were found in a registry or an index.
The Zone of Proximal Development in Vygotsky's Analysis of Learning and Instruction
Abstract
What kind of instruction is optimal for a particular child? Without doubt, this question is immediately comprehensible to any committed teacher in virtually any country in the world, and most teachers are likely to want concrete answers to the question, not only as a theoretical puzzle, but in relation to their immediate practices. If one were to look to scientific psychology and educational research for advice in relation to this practical problem, what would the answer(s) look like? This simple question raises several profound problems. Normative and political issues about the goals of instruction and the resources available for realizing these goals must be resolved. A theory of learning that can explain how intellectual capabilities are developed is needed. If instruction is not viewed as an end in itself, then a theory about the relationship between specific subject matter instruction and its consequences for psychological development is also needed. This last problem was the main tension against which Vygotsky developed his well-known concept of zone of proximal development , so that the zone focused on the relation between instruction and development, while being relevant to many of these other problems. Vygotsky's concept of zone of proximal development is more precise and elaborated than its common reception or interpretation. The main purpose of this chapter is to provide a comprehensive introduction to and interpretation of this concept, along with comments about predominant contemporary interpretations. The chapter concludes with some perspectives and implications derived from the interpretation presented here.
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“The zone of proximal development (ZPD) is not, therefore, just a way of describing what a student can do with support, which might be simply learning, it is a description of the maturing psychological functions rather than those that already exist.”
From Developing the theory of formative assessment (2009) · cites this paper as Chaiklin, 2003
In the citing paper
“A focus in instruction on the maturing psychological functions is most likely to produce a transition to the next developmental level and 'good learning' is that which supports the acquisition of new psychological functions.”
From Developing the theory of formative assessment (2009) · cites this paper as Chaiklin, 2003
In the citing paper
“The latter requires changes in the psychological functions available to the learner, while learning involves the acquisition of new mental capabilities, without changes in the available psychological functions.”
From Developing the theory of formative assessment (2009) · cites this paper as Chaiklin, 2003
In the citing paper
“This careful distinction between learning and development is a central feature of Vygotsky's work that is often overlooked.”
From Developing the theory of formative assessment (2009) · cites this paper as Chaiklin, 2003
In the citing paper
“As Chaiklin (2003) makes clear, in reading Vygotsky it is important to understand that Vygotsky drew a clear distinction between learning and development.”
From Developing the theory of formative assessment (2009) · cites this paper as Chaiklin, 2003
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Metadata
- Authors
- Chaiklin, S.
- Affiliations
- Aarhus University (DK)
- Corresponding author
- Chaiklin, Seth
- Venue
- Vygotsky's Educational Theory in Cultural Context
- Publisher
- Cambridge University Press
- Published
- 2003-09-15
- Pages
- 39-64
- OpenAlex
- W2288663400
- Cited by
- 1,055
- References
- 54
- Citations by year
- 2026: 53 · 2025: 64 · 2024: 42 · 2023: 35 · 2022: 49 · 2021: 72 · 2020: 72 · 2019: 131 · 2018: 56 · 2017: 65 · 2016: 62 · 2015: 61 · 2014: 51 · 2013: 57 · 2012: 40
- FWCI
- 16.98
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- Cambridge University Press eBooks (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Psychology of Development and Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
- Social Sciences › Psychology › Social Psychology › Social Representations and Identity
- Keywords
- zone of proximal development, Vygotsky, learning and instruction, learning theory, intellectual development, psychological development, history of educational psychology
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