What Is the Zone of Proximal Development?
The zone of proximal development (ZPD), or zone of potential development, refers to the range of abilities an individual can perform with the guidance of an expert, but cannot yet perform on their own.
Developed by psychologist Lev Vygotsky, this learning theory may be observed in a classroom setting or anywhere else where an individual has the opportunity to develop new skills.
Stages of ZPD
There are three distinct categories where a learner may fall in terms of their skill set. For learning to take place, it's critical that the expert understands the learner's specific ZPD stage.
Task a Learner Cannot Accomplish With Assistance
Tasks that are outside of the learner's ZPD are those that are unable to be completed even with the help of an expert.
If the task isn't within the learner's ZPD, the expert may look to decrease the level of difficulty and find tasks that are more appropriate given the learner's skill level.
Tasks a Learner Can Accomplish With Assistance
When a learner is close to mastering a skill set required to complete a task, but still needs the guidance of an expert to do so, they are considered to be in their zone of proximal development.
In this situation, an expert may use various techniques to help the learner better understand the concepts and skills required to perform a task on their own.
Tasks a Learner Can Accomplish Without Assistance
In this phase, the learner is able to complete tasks independently and has mastered the skill set required to do so. The learner does not need the help of an expert.
When a learner has reached this stage, the expert may increase the task difficulty level in order to find the learner's next ZPD and encourage further learning.
Key Factors
There are several core concepts developed by Vygotsky and expanded upon by others following him that have helped round out this learning theory.
The success of this learning process involves:
- The presence of someone with the knowledge and skills to guide the learner
- Supportive activities, known as scaffolding, provided by the expert that help guide the learner
- Social interactions that allow the learner to work on their skills and abilities
Influential Theories About How Children Grow and Develop
The "More Knowledgeable Other"
The "more knowledgeable other" is someone who has a higher level of knowledge than the learner and is able to provide them with instruction during their learning process.
While a child might not yet be capable of doing something on their own, they are able to perform the task with the assistance of a skilled instructor, which may include a parent, a teacher, another adult, or a peer.
Scaffolding Theory
When a child is in their ZPD, an expert will provide them with appropriate assistance to help them accomplish a new task or skill. Activities, instructions, tools, and resources that are used to aid in this learning process are known as scaffolding.
Examples of scaffolding that educators may use include:
- Asking a student what they think should be done next, what their thought process was, or if there are other ways the problem can be solved
- Modeling how to solve a similar problem or complete a similar task
- Putting students in small groups and having them discuss a new concept before engaging in it
- Using visual aids to help students conceptualize a task prior to engaging in it
- Asking students to use prior knowledge to better understand more complex topics
- Using meta-cognitive online tools such as self-assessment of material and self-correcting to help students learn concepts
Eventually, scaffolding can be removed and the student will be able to complete the task independently.
While scaffolding is most often associated with the zone of proximal development, it is not a concept that was initially introduced by Vygotsky. Instead, this term has been put forth by other researchers who have expanded on his original theories.
Social Interaction
For learning to take place, Vygotsky believed that social interaction between a more knowledgeable other and the learner was critical. While the expert may be an adult, Vygotsky also emphasized the power of peer learning.
For instance, when kids are learning a new concept, social interaction between the adult expert and all of the children is initially crucial. But, if some children grasp the concept, while others are still in their ZPD, peer interaction may create the most conducive environment for learning.
ZPD Applications in the Classroom
The zone of proximal development is a moving target. By giving children tasks that they cannot quite do easily on their own and providing the guidance they need to accomplish them, educators can progressively advance the learning process.
Some examples of ZPD applications in the classroom:
- A teacher in an experimental psychology course might initially provide scaffolding for students by coaching them through their experiments. Next, theteacher slowly removes the scaffolding by only providing brief descriptions of how to proceed. Finally, students would be expected to develop and carry out their experiments independently.
- A teacher may provide traceable worksheets to students learning how to write the alphabet. The teacher may also use a whiteboard to model the steps it takes to write letters. If some students get stuck, the teacher may have them practice on the whiteboard together until the skill is mastered.
- For children learning another language, a teacher may write a sentence on the board, read it aloud, then encourage the students to take turns reading it aloud themselves. The teacher may then split the children into groups to practice reading together before assigning reading homework to do independently.
Sociocultural Theory: Examples and Applications
Potential Challenges of Scaffolding
While scaffolding can be incredibly helpful for students learning a new concept or skill, if the teacher is unaware of each student's unique ZPD, these learning techniques may not be effective.
According to research, other difficulties educators may encounter include:
- Not having enough time and/or resources to understand each student's ZPD
- Having too many students to properly understand each one's ever-changing ZPD
- Not fully understanding the concept of ZPD and/or scaffolding
- Struggling to maintain enough cognitive flexibility to carry out scaffolding
- Not being organized enough to follow through with scaffolding
A Word From Verywell
The zone of proximal development is an important concept in the fields of both education and psychology. By understanding how the ZPD works, educators and experts can be better prepared to create instruction and learning programs that maximize the tools and resources available to students.
Verywell Mind uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read our editorial process to learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.
Eun B. The zone of proximal development as an overarching concept: A framework for synthesizing Vygotsky’s theories. Educational Philosophy and Theory. 2017;51(1):18-30. doi:10.1080/00131857.2017.1421941
Lake R. Vygotsky on Education Primer. Peter Lang; 2012.
Abtahi Y. Pupils, tools and the Zone of Proximal Development. Research in Mathematics Education. 2017;20(1):1-13. doi:10.1080/14794802.2017.1390691
Doo MY, Bonk C, Heo H. A meta-analysis of scaffolding effects in online learning in higher education.IRRODL. 2020;21(3). doi:10.19173/irrodl.v21i3.4638
(Video) Vygotsky's Zone of Proximal DevelopmentShvarts A, Bakker A. The early history of the scaffolding metaphor: Bernstein, Luria, Vygotsky, and before. Mind Cult Act. 2019;26(1):4-23. doi:10.1080/10749039.2019.1574306
Petosa RL, Smith LH. Peer mentoring for health behavior change: A systematic review. American Journal of Health Education. 2014;45(6):351-357. doi:10.1080/19325037.2014.945670
Bardack S, Obradović J. Observing teachers’ displays and scaffolding of executive functioning in the classroom context.J Appl Dev Psychol. 2019;62:205-219. doi:10.1016/j.appdev.2018.12.004
Additional Reading
Crain W. Theories of Development: Concepts and Applications. 6th ed. Essex: Pearson Education Limited; 2014.
Vygotsky, L.S. Mind in Society: The Development of Higher Psychological Processes. Harvard University Press; 1978.
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By Kendra Cherry
Kendra Cherry, MS, is an author and educational consultant focused on helping students learn about psychology.
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FAQs
How is the zone of proximal development realized? ›
What Is the Zone of Proximal Development? The zone of proximal development refers to the difference between what a learner can do without help and what he or she can achieve with guidance and encouragement from a skilled partner. Thus, the term “proximal” refers to those skills that the learner is “close” to mastering.
How do you determine a child's zone of proximal development? ›How do you find the zone of proximal development? In order to determine where a child is within the zone of proximal development, teachers and parents ask questions and observe a child's unique learning style. You can then track the child's current learning needs and the shifts in these needs as the child develops.
What do you mean by the concepts zone of proximal development and scaffolding? ›Vygotsky scaffolding is part of the education concept "zone of proximal development" or ZPD. The ZPD is the set of skills or knowledge a student can't do on her own but can do with the help or guidance of someone else. It's the skill level just above where the student currently is.
What is the zone of proximal development and why is it important? ›The main idea of the Zone of proximal development is that a person with more knowledge can enhance a student's learning by guiding them through a task slightly above their aptitude. As the learner gains more competence, the expert steadily stops guidance until the learner becomes able to do the task by themselves.
What is a good example of zone of proximal development? ›For example, imagine a student has just mastered basic addition. At this point, basic subtraction may enter their zone of proximal development, meaning that they have the ability to learn subtraction and will likely be able to master it with guidance and support.
How did Vygotsky come up with his zone of proximal development? ›The issue of the relationship between development and education led Vygotskij to introduce the notion of 'the zone of proximal development' (ZPD) as the gap between actual and potential development (Vygotskij 1978).
What are the key components in Vygotsky's zone of proximal development? ›The zone of proximal development consists of two important components: the student's potential development and the role of interaction with others. Learning occurs in the zone of proximal development after the identification of current knowledge.
How is zone of proximal development used today? ›The core idea of the ZPD is that a more knowledgeable person can enhance a student's learning by guiding them through a task slightly above their ability level. As the student becomes more competent, the expert gradually stops helping until the student can perform the skill by themselves.
How do you use Vygotsky's theory in the classroom? ›- Make new material challenging but not too difficult.
- Ensure students receive some coaching assistance as they learn.
- Provide as much support as possible for new and challenging tasks.
Vygotsky's scaffolding is a theory that focuses on a student's ability to learn information through the help of a more informed individual. When used effectively, scaffolding can help a student learn content they wouldn't have been able to process on their own.
What is Vygotsky's theory of development? ›
Vygotsky's Cognitive Development Theory argues that cognitive abilities are socially guided and constructed. As such, culture serves as a mediator for the formation and development of specific abilities, such as learning, memory, attention, and problem solving.
How does Vygotsky's theory support children's learning? ›Vygotsky's sociocultural theory asserts that learning is an essentially social process in which the support of parents, caregivers, peers and the wider society and culture plays a crucial role in the development of higher psychological functions.
Why should teachers be aware of the zone of proximal development and scaffolding in their lessons? ›Why should teachers be aware of the zone of proximal development or scaffolding in their lessons? Students must be in position to take on new learning with layers of support until it is no longer necessary.
Why in the zone of proximal development the most sensitive instruction or guidance should be given to the learner? ›The zone of proximal development is important because it necessitates teaching and learning for a child to develop. It is also important because it does not put a limit on what a child can learn. Instead, there is only potential for where a child can go if taught and supported through learning new skills.
How the more knowledgeable other and zone of proximal development interact with each other? ›Vygotsky argued that a child gets involved in a dialogue with the "more knowledgeable other" such as a peer or an adult and gradually, through social interaction and sense-making, develops the ability to solve problems independently and do certain tasks without help.
What is zone of proximal development in simple words? ›The Zone of Proximal Development is defined as the space between what a learner can do without assistance and what a learner can do with adult guidance or in collaboration with more capable peers.
Which of the following is true of children's zone of proximal development? ›Which of the following is true of a child's zone of proximal development? It refers to an area in which children develop new cognitive skills as a function of working with more skilled people.
Which of the following is the best definition of scaffolding? ›In education, scaffolding refers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process.
What are the educational implications of Vygotsky's zone of proximal development? ›One major aspect of Vygotsky's theory is the idea that the potential for cognitive development depends upon the "zone of proximal development" (ZPD): a level of development attained when children engage in social behavior. Full development of the ZPD depends upon full social interaction.
How is scaffolding useful in teaching a skill? ›Why use Instructional Scaffolding? One of the main benefits of scaffolded instruction is that it provides for a supportive learning environment. In a scaffolded learning environment, students are free to ask questions, provide feedback and support their peers in learning new material.
What is the zone of proximal development PDF? ›
ZPD, originally proposed by Vygotsky (9) , is the gap between what a learner has already mastered (actual level of development) and what he or she can achieve when provided with educational support (potential development) (10) .
How is zone of proximal development acquire to a child give a concrete example? ›Common Examples of the Zone of Proximal Development
By guiding the student to use tools and strategies, and by asking questions about why he/she is using each tool or strategy, the student is able to fortify knowledge and eventually add independently.
The core idea of the ZPD is that a more knowledgeable person can enhance a student's learning by guiding them through a task slightly above their ability level. As the student becomes more competent, the expert gradually stops helping until the student can perform the skill by themselves.
What does the zone of proximal development say about assessment? ›When assessment takes place in the zone of proximal development, its object is not learner progression as such but rather learner responsiveness to different forms of scaffolding (Wood, Bruner & Ross, 1976) or, in other words, the interdependence of learning and teaching processes.
How the more knowledgeable other and zone of proximal development interact with each other? ›Vygotsky argued that a child gets involved in a dialogue with the "more knowledgeable other" such as a peer or an adult and gradually, through social interaction and sense-making, develops the ability to solve problems independently and do certain tasks without help.
What is zone of proximal development in simple words? ›The Zone of Proximal Development is defined as the space between what a learner can do without assistance and what a learner can do with adult guidance or in collaboration with more capable peers.
What are the key components in Vygotsky's zone of proximal development? ›The zone of proximal development consists of two important components: the student's potential development and the role of interaction with others. Learning occurs in the zone of proximal development after the identification of current knowledge.
How do you use Vygotsky's theory in the classroom? ›- Make new material challenging but not too difficult.
- Ensure students receive some coaching assistance as they learn.
- Provide as much support as possible for new and challenging tasks.
Why should teachers be aware of the zone of proximal development or scaffolding in their lessons? Students must be in position to take on new learning with layers of support until it is no longer necessary.
What is Vygotsky's theory of development? ›Vygotsky's Cognitive Development Theory argues that cognitive abilities are socially guided and constructed. As such, culture serves as a mediator for the formation and development of specific abilities, such as learning, memory, attention, and problem solving.
What is the importance of Vygotsky's sociocultural theory? ›
Vygotsky's sociocultural theory asserts that learning is an essentially social process in which the support of parents, caregivers, peers and the wider society and culture plays a crucial role in the development of higher psychological functions.
Which of the following is true of children's zone of proximal development? ›Which of the following is true of a child's zone of proximal development? It refers to an area in which children develop new cognitive skills as a function of working with more skilled people.
Why in the zone of proximal development the most sensitive instruction or guidance should be given to the learner? ›The zone of proximal development is important because it necessitates teaching and learning for a child to develop. It is also important because it does not put a limit on what a child can learn. Instead, there is only potential for where a child can go if taught and supported through learning new skills.
What is the relationship between the zone of proximal development and scaffolding? ›To take directly from the term, “proximal”, the ZPD envelopes those skills that the child is “close” to mastering. Scaffolding is a term that sprung out of the concept of the ZPD. It refers to the help or guidance from an adult or more competent peer to allow the child to work within the ZPD.
What are the educational implications of Vygotsky's zone of proximal development? ›One major aspect of Vygotsky's theory is the idea that the potential for cognitive development depends upon the "zone of proximal development" (ZPD): a level of development attained when children engage in social behavior. Full development of the ZPD depends upon full social interaction.
How is scaffolding useful in teaching a skill? ›Why use Instructional Scaffolding? One of the main benefits of scaffolded instruction is that it provides for a supportive learning environment. In a scaffolded learning environment, students are free to ask questions, provide feedback and support their peers in learning new material.
What is Vygotsky's theory of scaffolding learning? ›Vygotsky's scaffolding is a theory that focuses on a student's ability to learn information through the help of a more informed individual. When used effectively, scaffolding can help a student learn content they wouldn't have been able to process on their own.