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Lev Vygotsky (1896–1934) The concept of the zone of proximal development was originally developed by Vygotsky to argue against the use of academic, knowledge-based tests as a means to gauge students' intelligence. He also created ZPD to further develop Jean Piaget's theory of children being lone and autonomous learners. [4]
Lev Semyonovich Vygotsky (Russian: Лев Семёнович Выготский, [vɨˈɡotskʲɪj]; Belarusian: Леў Сямёнавіч Выгоцкі; November 17 [O.S. November 5] 1896 – June 11, 1934) was a Russian and Soviet psychologist, best known for his work on psychological development in children and creating the framework known as cultural-historical activity theory.
Scaffolding is inspired by Lev Vygotsky's concept of an expert assisting a novice, or an apprentice. Scaffolding is changing the level of support to suit the cognitive potential of the child. Over the course of a teaching session, one can adjust the amount of guidance to fit the child's potential level of performance.
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).
Vygotsky (1978) believed that guided interactions, with an adult, or a more skilled peer, could facilitate a higher level of thinking within the zone. [5] In Vygotsky's theory, this person is referred to as the "More Knowledgeable Other (MKO)". [6]
Lev Vygotsky's theory is based on social learning as the most important aspect of cognitive development. In Vygotsky's theory, [16] adults are very important for young children's development. They help children learn through mediation, which is modeling and explaining concepts.
The philosophy behind HighScope is based on child development theory and research, originally drawing on the work of Jean Piaget and John Dewey. [4] The curriculum was further developed to incorporate Lev Vygotsky's zone of proximal development and Jerome Bruner's related strategy of adult scaffolding. This method emphasizes the role of adults ...
This approach is rooted in Lev Vygotsky's model of scaffolding, where teachers focus on specific aspects of play activities and offer encouragement and feedback on children's learning. [33] Play can challenge children's thinking, especially when they engage in real-life and imaginary activities. [34]