Zone of Proximal Development

Lev Vygotsky social constructivism theory influenced education immensely.

His ideas continue to inform educators around the world, including language teachers.

While he developed his theory in the beginning of 20^th century (Vygotsky died very young), his disciples continued research, developed  and contextualised his theories.

Vygotsky focused on many areas of learning, including inclusive education, cultural development and language acquisition. He was very interested in connection between thought and language. Vygotsky considered them both to be key elements of child’s cognitive development (Vygotsky, 1978).

Vygotsky proposed that culture is the product of social life and social activity. Cultural is social and the transmission of culture happends through the following “tools of mind” – language, thought, ways of behaving, songs, books, methods of problem -solving.

Vygotsky also proposed 3 stages of language development in early childhood:

• External speech (0-3)
• Over inner speech (3-7)
• Inner speech (7+)

External speech develops through social interactions with the baby’s relatives and community members, peers. It is very important for development of “private” or “inner speech”. It shapes thinking process a lot and is quite noticeable in child’s self-talk.

Inner speech is important for reflection and planning and it is crucial for cognitive development.

Vygotsky believed that language precedes though, paving the way for thoughts to grow and evolve with the child. And the concept of ZPD is very critical for understanding this process.

According to Vygotsky, LEARNING leads development and happens effectively within so – called ZPD or Zone of Proximal Development (1978).

ZPD is the distance between what children can do by themselves and what they cannot yet do. There are many tasks that children can do with adult (or more knowledgeable other) assistance. For example, riding a bicycle or climb a tree, when supported by an adult. In practical terms, this means that children need difficulties and problems to enjoy achievements and learning (with proper support and guidance). If the task is too hard, it is unattainable and frustration, while if it is too easy, there would be not much learning.

The process of guiding child was later coined by Jerome Bruner as scaffolding.

One-on-one instruction and collaborative learning are the best methods based on ZPD.

My favourite quote by Vygotsky goes like this:

“What children can do with the assistance of others might be in some sense even more indicative of their mental development than what they can do alone”. I think it is true for all language learners.