ZBR and ZPD: Is there a difference?

Veresov N.N.

doi:10.17759/chp.2017130102

Cultural-Historical Psychology - №2 / 2021 | Перейти к описанию

Scopus
Web of Science СС

Previous issue (2021. Vol. 17, no. 1)

Included in Web of Science СС (ESCI)

Included in Scopus

Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: https://doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR

RU In Russian

Cultural-Historical Psychology
2017. Vol. 13, no. 1, 23–36
doi:10.17759/chp.2017130102
ISSN: 1816-5435 / 2224-8935 (online)

ZBR and ZPD: Is there a difference? ²¹⁹⁶

Veresov N.N.
PhD in Psychology, Associate Professor, Faculty of Education, Monash University, Melbourne, Australia
ORCID: https://orcid.org/0000-0001-8714-7467
e-mail: nveresov@hotmail.com

PDF (ENG)

The paper considers some problems of understanding the content of the theoretical notion of zone of proximal development in the English-language literature, related to unavailability of sources and some inaccuracies in translations. It is shown that, as a result of such inaccuracies, the notion of zone of proximal development (ZPD) turns out to be different in terms of its theoretical content from the notion of zona blizhayshego razvitiya (ZBR) (зона ближайшего развития, ЗБР), so that we can say that ZPD is not the same as ZBR. Simplification and fragmentation of basic theoretical ideas lead to some serious consequences, which cause difficulties both in the search for a common understanding and further development of cultural-historical theory, as well as in the practical application of ZBR in educational practices.

Keywords: cultural-historical psychology, ZBR, ZPD

Column: In celebration of the 120th birthday of Lev S. Vygotsky

DOI: https://doi.org/10.17759/chp.2017130102

For Reference

Veresov N.N. ZBR and ZPD: Is there a difference?. Kul'turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, 2017. Vol. 13, no. 1, pp. 23–36. doi:10.17759/chp.2017130102.

I thank the Child and Community Development Faculty Research group for their support and flowersful discussion of this work. I thank Professor M. Dafermakis for his valuable comments. I am especially grateful to an unknown volunteer who collected and presented me more than 200 articles on ZPD published in 2010—2016.

Vygotskii L.S. Soznanie kak problema psihologii povedenia [Consciousness as a problem in the psychology of behavior]. In Kornilov K. (ed.), Psihologia I marksizm [Psihologia I marksizm]. Moscow-Leningrad: Gosizdat, 1925, pp. 158—198.
Vygotskii L.S. Umstvennoe razvitie detei v protsesse obuchenia [Mental development of children in a process of learning]. Moscow-Leningrad, 1935. 135 p.
Vygotskii L.S. Sobranie sochinenii [The Collected Works]: V 6 t. Vol. 2, Moscow: Pedagogika, 1982. 417 p.
Vygotskii L.S. Sobranie sochinenii [The Collected Works]: V 6 t. Vol. 3, Moscow: Pedagogika, 1983. 365 p
Vygotskii L.S. Sobranie sochinenii [The Collected Works]: V 6 t. Vol. 4, Moscow: Pedagogika, 1984. 432 p.
Zaretsky V. Zona blizhaishego razvitiya. O tchem ne uspel napisat Vygotskii? [Zone of proximal development: what Vygotsky had no time to read about?]. Kulturno-istoricheskaya psihologiya [ Cultural-historical psychology], 2007, no. 3, pp. 96—104.
Blake B., Pope T. Developmental Psychology: Incorporating Piaget’s and Vygotsky’s Theories in Classrooms. Journal of Cross-Disciplinary Perspectives in Education, 2008. Vol. 1 (1), pp. 59—67
Bodrova E., Leong D. J. Scaffolding emergent writing in the zone of proximal development. Literacy Teaching and Learning, 1998. Vol. 3(2), pp.1—18.
Brown A.L., Campione J.C. Guided discovery in a community of learners. Classroom lessons: Integrating cognitive theory and classroom practice. McGilly K. (ed.). Cambridge, MA: MIT Press/Bradford Books, 1994, pp. 229— 270.
Brown A.L., Campione J.C. Psychological theory and the design of innovative learning environments: On procedures, principles, and systems. In Schauble L. (eds.), Innovations in learning: New environments for education. Mahwah, NJ: Erlbaum, 1996, pp. 289—325.
Chaiklin S. The zone of proximal development in Vygotsky’s analysis of learning and Instruction. In Kozulin A. (eds.), Vygotsky’s Educational Theory and Practice in Cultural Context. Cambridge: Cambridge University, 2003, pp. 40—63.
Fania T., Ghaemib F. Implications of Vygotsky’s Zone of Proximal Development (ZPD) in Teacher Education: ZPTD and Self-scaffolding. Procedia — Social and Behavioral Sciences, 2011. Vol. 29, 1549—1554.
Hobsbaum A., Peters S., Sylva K. Scaffolding in reading recovery. Oxford Review of Education, 1996. Vol. 22(1), pp.17—35.
Lambert B., Clyde. M. Re-thinking early childhood theory and practice. Australia: Social Science Press, 2000. 430 p.
Lee C., Smagorinsky P. (eds.). Vygotskian perspectives on literacy research. Cambridge University Press, 2000. 486 p.
Palinscar A.S. Keeping the metaphor of scaffolding fresh — A response to C. Addison Stone’s “The metaphor of scaffolding: Its utility for the field of learning disabilities”. Journal of Learning Disabilities, Vol. 31, pp. 370—373.
Smagorinsky P. Vygotsky and literacy research: a methodological framework. Rotterdam/Boston/Taipei: Sense Publishers, 2011. 420 p.
Tudge J. Processes and Consequences of Peer Collaboration: A Vygotskian Analysis. Child Development, 1992. Vol. 63, pp. 136—137.
Valsine, J., van der Veer R. The encoding of distance: The concept of the zone of proximal development and its interpretations. In Cocking R.R. (eds.), Development and meaning of psychological distance. Lawrence Erlbaum Associates Publishers, 1993, pp. 35—62.
Veresov N. Forgotten methodology: Vygotsky’s case . Methodological thinking in psychology: 60 years gone astray? Toomela A. (eds.). IAP, United States, 2010, pp. 267—295
Vygotsky L.S. Mind in society: The development of higher psychological processes. Cole M. (). Cambridge, Massachusetts: Harvard University Press, 1978. 159 p.
Vygotsky L.S. The dynamics of the schoolchild’s mental development in relation to teaching and learning. Journal of cognitive education and psychology, 2011. Vol. 10 (2), pp. 198—211.
Vygotsky L.S. The collected works. Vol. 1. New York: Plenum Press, 1987. 287 p.
Vygotsky L.S. Consciousness as a problem in the psychology of behavior. Soviet psychology, 1997a. Vol. 17 (4), pp. 3—35.
Vygotsky L.S. The collected works. Vol. 3. New York: Plenum Press, 1997б. 426 p.
Vygotsky L.S. The Collected Works. Vol. 5. New York: Plenum Press, 1998. 362 p.
Wells G. Dialogic inquiry: Towards a sociocultural practice and theory of education. New York: Cambridge University Press, 1999. 389 p.

PlumX