Classroom Applications of Vygotsky's Theory
Copyright © 1995 - 2010
http://wps.ablongman.com/ab_slavin_edpsych_8/38/9951/2547689.cw/conte
"Vygotsky’s concept of the zone of proximal development is based on the idea that development is defined both by what a child can do independently and by what the child can do when assisted by an adult or more competent peer. Knowing both levels of Vygotsky’s zone is useful for teachers, for these levels indicate where the child is at a given moment as well as where the child is going" (Slavin, 2010).
"The zone of proximal development has several implications for teaching in the classroom. According to Vygotsky, for the curriculum to be developmentally appropriate, the teacher must plan activities that encompass not only what children are capable of doing on their own but what they can learn with the help of others" (Slavin, 2010).
Vygotsky’s theory does not mean that anything can be taught to any child. Only instruction and activities that fall within the zone promote development. For example, if a child cannot identify the sounds in a word even after many prompts, the child may not benefit immediately from instruction in this skill. Practice of previously known skills and introduction of concepts that are too difficult and complex have little positive impact" (Slavin, 2010).
Copyright © 1995 - 2010
http://wps.ablongman.com/ab_slavin_edpsych_8/38/9951/2547689.cw/conte
"Vygotsky’s concept of the zone of proximal development is based on the idea that development is defined both by what a child can do independently and by what the child can do when assisted by an adult or more competent peer. Knowing both levels of Vygotsky’s zone is useful for teachers, for these levels indicate where the child is at a given moment as well as where the child is going" (Slavin, 2010).
"The zone of proximal development has several implications for teaching in the classroom. According to Vygotsky, for the curriculum to be developmentally appropriate, the teacher must plan activities that encompass not only what children are capable of doing on their own but what they can learn with the help of others" (Slavin, 2010).
Vygotsky’s theory does not mean that anything can be taught to any child. Only instruction and activities that fall within the zone promote development. For example, if a child cannot identify the sounds in a word even after many prompts, the child may not benefit immediately from instruction in this skill. Practice of previously known skills and introduction of concepts that are too difficult and complex have little positive impact" (Slavin, 2010).