Zone of Proximal Development, Scaffolding and Teaching Practice
The construction of the zone of proximal development (ZPD) in the context of teaching activity is discussed in the paper.ZPD is compared and contrasted with the concept of scaffolding as introduced by Jerome Bruner. In the context of its potential for operationalisation in the form of teacher activi...
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| Format: | Article |
| Language: | English |
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Moscow State University of Psychology and Education
2020-10-01
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| Series: | Культурно-историческая психология |
| Subjects: | |
| Online Access: | https://psyjournals.ru/en/kip/2020/n3/Margolis.shtml |
| _version_ | 1818854158570094592 |
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| author | Margolis A.A. |
| author_facet | Margolis A.A. |
| author_sort | Margolis A.A. |
| collection | DOAJ |
| description | The construction of the zone of proximal development (ZPD) in the context of teaching activity is discussed in the paper.ZPD is compared and contrasted with the concept of scaffolding as introduced by Jerome Bruner. In the context of its potential for operationalisation in the form of teacher activities, the author examines key ZPD content given by Lev Vygotsky in terms of the complex interaction of spontaneous (everyday) concepts formed prior to the beginning of school education with scientific (theoretical) concepts formed during schooling. Vygotsky’s main idea about the leading role of scientific concepts in the restructuring of previously formed spontaneous concepts, as well as in the development of the child’s holistic thinking, leads to the conclusion that it is possible also to directly influence the spontaneous formation concepts change through the organisation of collectively distributed forms of educational activity and in a polylogue based the Socratic method. The leading psychological processes, which ensure the development of spontaneous concepts through their greater generalisation and awareness, comprise the processes of exteriorisation of spontaneous concepts, reflection and subsequent interiorisation of a collectively constructed concept. Therefore, the activities of teaching in constructing a ZPD include providing conditions for the distribution of individual operations in the course of a joint learning action and facilitating a polylogue to ensure the effective functioning of these psychological processes in the course of specifically organised learning activities. |
| first_indexed | 2024-12-19T07:48:16Z |
| format | Article |
| id | doaj.art-051d67efbcf94137a7b3bed017d8ee41 |
| institution | Directory Open Access Journal |
| issn | 1816-5435 2224-8935 |
| language | English |
| last_indexed | 2024-12-19T07:48:16Z |
| publishDate | 2020-10-01 |
| publisher | Moscow State University of Psychology and Education |
| record_format | Article |
| series | Культурно-историческая психология |
| spelling | doaj.art-051d67efbcf94137a7b3bed017d8ee412022-12-21T20:30:16ZengMoscow State University of Psychology and EducationКультурно-историческая психология1816-54352224-89352020-10-01163152610.17759/chp.2020160303Zone of Proximal Development, Scaffolding and Teaching PracticeMargolis A.A.0https://orcid.org/0000-0001-9832-0122Moscow State University of Psychology & Education, Moscow, RussiaThe construction of the zone of proximal development (ZPD) in the context of teaching activity is discussed in the paper.ZPD is compared and contrasted with the concept of scaffolding as introduced by Jerome Bruner. In the context of its potential for operationalisation in the form of teacher activities, the author examines key ZPD content given by Lev Vygotsky in terms of the complex interaction of spontaneous (everyday) concepts formed prior to the beginning of school education with scientific (theoretical) concepts formed during schooling. Vygotsky’s main idea about the leading role of scientific concepts in the restructuring of previously formed spontaneous concepts, as well as in the development of the child’s holistic thinking, leads to the conclusion that it is possible also to directly influence the spontaneous formation concepts change through the organisation of collectively distributed forms of educational activity and in a polylogue based the Socratic method. The leading psychological processes, which ensure the development of spontaneous concepts through their greater generalisation and awareness, comprise the processes of exteriorisation of spontaneous concepts, reflection and subsequent interiorisation of a collectively constructed concept. Therefore, the activities of teaching in constructing a ZPD include providing conditions for the distribution of individual operations in the course of a joint learning action and facilitating a polylogue to ensure the effective functioning of these psychological processes in the course of specifically organised learning activities.https://psyjournals.ru/en/kip/2020/n3/Margolis.shtmlzone of proximal developmentscaffoldingcultural-historical psychologyvygotskyteaching |
| spellingShingle | Margolis A.A. Zone of Proximal Development, Scaffolding and Teaching Practice Культурно-историческая психология zone of proximal development scaffolding cultural-historical psychology vygotsky teaching |
| title | Zone of Proximal Development, Scaffolding and Teaching Practice |
| title_full | Zone of Proximal Development, Scaffolding and Teaching Practice |
| title_fullStr | Zone of Proximal Development, Scaffolding and Teaching Practice |
| title_full_unstemmed | Zone of Proximal Development, Scaffolding and Teaching Practice |
| title_short | Zone of Proximal Development, Scaffolding and Teaching Practice |
| title_sort | zone of proximal development scaffolding and teaching practice |
| topic | zone of proximal development scaffolding cultural-historical psychology vygotsky teaching |
| url | https://psyjournals.ru/en/kip/2020/n3/Margolis.shtml |
| work_keys_str_mv | AT margolisaa zoneofproximaldevelopmentscaffoldingandteachingpractice |