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The zone of proximal development (ZPD) is a concept in educational psychology that represents the space between what a learner is capable of doing unsupported and what the learner cannot do even with support. It is the range where the learner is able to perform, but only with support from a teacher or a peer with more knowledge or expertise.
Dynamic assessment is a product of the research conducted by developmental psychologist Lev Vygotsky. It identifies Constructs that a student has mastered (the Zone of Actual Development) Constructs that a student is currently able to understand or tasks a student can do with scaffolding (the Zone of Proximal Development).
The zone of proximal development can be applied as an umbrella over the entire GRR model. Students are given support in the form of scaffolding and differentiate instruction throughout all four phases of the process. Teachers may offer more challenging material to high-achieving students, and assist lower-achieving students in needs-based groups.
Vygotsky, a psychologist and social constructivist, laid the foundation for the interactionists view of language acquisition. According to Vygotsky, social interaction plays an important role in the learning process and proposed the zone of proximal development (ZPD) where learners construct the new language through socially mediated interaction.
The zone of proximal development is what a child cannot accomplish alone but can accomplish with the help of an MKO (more knowledgeable other). [17] Vygotsky also believed culture is a very important part of cognitive development such as the language, writing and counting system used in that culture.
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In Vygotsky's zone of proximal development (ZPD), a learner can increase their performance on tasks when given support by adults or when collaborating with their peers. [10] Harré and Moghaddam explain that positioning theory can fill the "gap" in Vygotsky's work by emphasizing the variability of positions that come about in a group that might ...