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Zone of proximal development
The zone of proximal development, often abbreviated as ZPD, is the difference between what a learner can do without help and what he or she can do with help.〔Zone of proximal development. (2009). In ''Penguin dictionary of psychology.'' Retrieved from Credo Reference database〕 It is a concept introduced, yet not fully developed, by Soviet psychologist Lev Vygotsky (1896–1934) during the last ten years of his life.〔Stanlaw, J. (2005). Vygotsky, lev semenovich (1896--1934). In ''Encyclopedia of anthropology.'' Retrieved from Credo Reference Database〕 Vygotsky stated that a child follows an adult's example and gradually develops the ability to do certain tasks without help.〔L.S. Vygotsky: ''Mind in Society: Development of Higher Psychological Processes'', p. 86〕 Vygotsky and some other educators believe that the role of education is to give children experiences that are within their zones of proximal development, thereby encouraging and advancing their individual learning.〔Berk, L & Winsler, A. (1995). "Vygotsky: His life and works" and "Vygotsky's approach to development". In ''Scaffolding children's learning: Vygotsky and early childhood learning''. Natl. Assoc for Educ. Of Young Children. p. 24〕
==Origins==
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 learners.〔''Zone of Proximal Development'' and ''Cultural Tools Scaffolding, Guided Participation'', 2006. In ''Key concepts in developmental psychology.'' Retrieved from Credo Reference Database〕 Vygotsky spent a lot of time studying the impact of school instruction on children and noted that children grasp language concepts quite naturally, but that maths and writing don’t come naturally, that these are concepts taught in schools and tend to come along with some difficulty, while Piaget believed that there was a clear distinction between development and teaching. He said that development is a spontaneous process that is initiated and completed by the children, stemming from their own efforts. Piaget was a proponent of independent thinking and critical of the standard teacher-led instruction that is common practice in schools.〔Crain, W. (2010). Theories of development: Concepts and applications, 6th ed. Upper Saddle River, NJ: Prentice Hall.〕
Alternatively, Vygotsky saw natural, spontaneous development as important, but not all-important. He believed that children would not advance very far if they were left to discover everything on their own. He noted cultural experiences where children are greatly helped by knowledge and tools handed down from previous generations. Vygotsky noted that good teachers should present material that is too difficult and “pull the students along.”〔
Vygotsky argued that, rather than examining what a student knows to determine intelligence, it is better to examine his or her ability to solve problems independently and his or her ability to solve problems with an adult's help.〔Berk, L & Winsler, A. (1995). "Vygotsky: His life and works" and "Vygotsky's approach to development". In ''Scaffolding children's learning: Vygotsky and early childhood learning''. Natl. Assoc for Educ. of Young Children. pp. 25–34〕 He proposed a question: "if two children perform the same on a test, are their levels of development the same?" He concluded that they were not.〔Stages of development. (2010). In Curriculum connections psychology: Cognitive development. Retrieved from Credo Reference Database〕 However, Vygotsky's untimely death interrupted his work on the zone of proximal development, and it remained mostly incomplete.
抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』
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