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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

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The zone of proximal development in play and learning 1734

Hakkarainen P., Doctor of Psychology, Professor, University of Oulu,Lithuanian University of Educational Sciences. Editor, Journal of Russian and East European Psychology, University of Oulu, Helsinki, Finland, pentti.hakkarainen@oulu.fi
Bredikyte M., EdD, Faculty of Educational Sciences, University of Oulu, Helsinki, Finland, milda.bredikyte@oulu.fi
Abstract
The concept of the ZPD is characterized in a different way in two separate contexts (school and play) in Vygotsky's cultural-historical psychology. Creative and motivational aspect of learning is emphasized in development supported by play. In play context personality development is focused on and development of psychological functions in problem solving at school. We proposed an extended concept of the ZPD, which integrates the two definitions and includes an additional distance from potentials to personality changes. In play development from the crisis of the third year to the next crisis at seven we suggest three different types of the ZPD depending on the play initiatives.

Keywords: zone of proximal development, learning, play

Column: The Problem Of Development

For Reference

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