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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: http://dx.doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR

 

Zone of proximal development: possibilities and limitations of its diagnostics in terms of indirect cooperation

Bozhovich E.D., Ph.D. in Psychology, Senior researcher, professor at the Pedagogical Psychology Department at the moscow State University of Psychology and Education, Head of the Departement of Learning Psychology at the Russian Academy of Education, Moscow, Russia
Abstract
The main idea of the article is that any function in the zone of proximal development «matures» in a specific internal context that includes both its actual level and child's sensitivity to types of help, their sequence, flexibility / rigidity of previously formed stereotypes, preparedness to cooperation, and other factors. Diagnostics results of potential level of function development can be dependant on this context. First part of the article presents analysis of zone of proximal development definitions and descriptions of this phenomenon in L.S. Vygotsky's works. Second part discusses empirical studies of differentiated assessment of diagnostic possibilities and educational effects of means of child's indirect cooperation with an adult.

Keywords: L. S. Vygotsky, zone of actual development, zone of proximal development, education, learning task, context

Column: Empirical Researches

For Reference

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