This paper sets out to present a novel construal of one of the notions of Vygotskian cultural-historical theory viz., zone of proximal development (ZPD) drawing upon dynamic systems theory. The principal thesis maintains that ZDP is an emergent and dynamic system which is engendered by a dialectical concatenation of psychogenesic and sociogenesic facets of human development over time. It is rea...

The term zone of proximal development is probably one of the most widely recognized and wellknown ideas associated with Vygotsky’s scientific legacy. This famous concept is more precise and elaborated than its common reception or interpretation (Chaiklin, 2003, p. 39). It could be viewed in a narrow context, i.e. within the concrete problem of relations between learning and development. But to ...

In recent years, there have been many and varied successful applications of the Vygotskian concept of the zone of proximal development (ZPD) to the area of literacy learning (e.g., Burkhalter, 1995; Combs, 1996; Steward, 1996). These applications, often developed as instructional programs, generally demonstrate the viability of providing children support within their ZPD and describe various wa...

Abstract Despite his popularity in educational discourses, Lev S. Vygotsky tends to be read mainly as an psychologist or learning theorist. His potential contribution a theory of education remains largely undiscussed. The Zone Proximal Development (ZPD) is often misunderstood sort “educational tool,” which severely reduces the richness concept emerging from Vygotsky's works. In this essay, Alin...

Abstract This case study contributes with a new coteaching design, in which experienced teachers from two different aesthetic subjects are planning, teaching and evaluating together higher education, more specifically general preschool teacher education. The aim of the is to analyse how drama music reflect on their coteaching. Coteaching, when teach shared responsibility meet students’ learning...

By Nada Dabbagh Scaffolding is originally a Vygotskyan (Lev Vygotsky, 1896-1934) concept based on the idea of providing supportive assistance to the learner within the parameters of a learner’s zone of proximal development (Zo-ped or ZPD) (Wood, Bruner, & Ross, 1976). ZPD is a measure of a learner’s current ability and knowledge what he/she is able to perform with no assistance and the learner’...

Complex domain calibration is an efficient method to correct the amplitude and phase of a spectrum obtained from a Fourier transform spectrometer. This method is, however, not directly applicable in the occurrence of a zero path difference (ZPD) shift between a scene interferogram and calibration blackbody interferograms. This situation is likely to happen for a system with thermal instabilitie...

This study represents an effort to construct a learning framework for knowledge building and collective wisdom advancement in a virtual learning community (VLC) from the perspectives of system wholeness, intelligence wholeness and dynamics, learning models, and knowledge management. It also tries to construct the zone of proximal development (ZPD) of VLCs based on the combination of Vygotsky’s ...

<p style="text-align: justify;">This article highlights the main ideas that underlie differences in potential pragmatic knowledge constructs students experience when solving problems, between zone of proximal development (ZPD) and construction (ZPC). This qualitative research is based on a phenomenological approach to finding meaning things are fundamental essential from ZPD ZPC phenomena...

As the focus of Australian educational research has shifted to studying the quality of teacher intervention, the notion of scaffolding is becoming increasingly popular among educators in different areas such as literacy and numeracy, early childhood education and educational psychology for adults. Vygotskian socio-cultural psychology, and the zone of proximal development (ZPD) in particular, is...