Piaget Vygotsky The Zone of Proximal Development Actual

傳統心理學 • Piaget • Vygotsky

The Zone of Proximal Development Actual developmental level as determined by independent problem solving. The Zo-Ped Actual developmental level as determined through problem solving under adult guidance or in collaboration with more capable peers Vygotsky defined the Zo-ped as the difference between a child’s “actual developmental level as determined by independent problem solving” and the level of “potential development as determined through problem solving under adult guidance or in collaboration with more capable peers” (p. 46)

Actual developmental level as determined through problem solving under adult guidance or in collaboration with more capable peers Scaffolding The Zone of Proximal Development American Analogies Zo-Peds as Scaffolding The basic notion of scaffolding is that adult tutorial interventions should be inversely related to the child’s level of task competence—e. g. , the more difficulty a child has in achieving a goal, the more directive the interventions should be. Actual developmental level as determined by independent problem solving.

Actual developmental level as determined through problem solving under adult guidance or in collaboration with more capable peers The Zone of Proximal Development American Analogies Directing Goals Scaffolding Goals Defining Goals Actual developmental level as determined by independent problem solving. ZO-PEDS VS. Scaffolding The notion of scaffolding becomes problematic when one focuses not on the execution of a specific task but on the changes in the child. Central to the notion of scaffolding must be the understanding that the discovery of new goals is central to the process of development, and to capture the important way in which adult understanding of goals structures the sequence of activities the conception of scaffolding must include architects and foremen to the building process it references.