scholarly journals Zone of Proximal Development (ZPD) and Organization of Students Learning Activity

2020 ◽  
Vol 25 (4) ◽  
pp. 6-27
Author(s):  
A.A. Margolis
Keyword(s):  
Zone Of Proximal Development ◽  
Scientific Discourse ◽  
Learning Activity ◽  
Scientific Concepts ◽  
Proximal Development ◽  
Developmental Learning ◽  
Children’S Learning ◽  
Theoretical Thinking ◽  
Activity Organization ◽  
Children's Learning

The paper focuses on the specifics of children’s learning activity organization aimed at creating the Zone of Proximal Development. From this perspective, we analyze the potential of the theory of learning activity and the practice of developmental learning (D.B. Elkonin, V.V. Davydov), outline the achievements of this approach and reveal the issues of concern regarding the correlation between students preconceptions and scientific concepts. The paper thoroughly reconstructs the scientific discourse between the academic standpoints of the “Developmental Learning” and the “School of the Dialogue of Cultures” supporters, showing the relevance of this discourse in the light of modern challenges in education. Finally, we discuss the approaches to the task of developing theoretical thinking in students and engaging them in quasi-investigations presented in the works of M. Hedegaard and E. Etkina.

scholarly journals Multidimensional Model of the ZPD as Tool of Analysis of the Child’s Cognitive-Personal Dynamics of Development While Overcoming Learning Difficulties

2017 ◽  
Vol 4 (1) ◽  
pp. 154-160
Author(s):  
Irina Nikolaevskaya
Keyword(s):  
Developmental Trajectories ◽  
Learning Difficulties ◽  
Main Idea ◽  
Zone Of Proximal Development ◽  
Learning Activity ◽  
Multidimensional Model ◽  
Proximal Development ◽  
Reflective Questions ◽  
Special Process ◽  
Qualitative Changes

The main idea of the paper is based on L. S. Vygotsky’s concepts of ZPD and collaboration of teacher and student. The special process between teacher and student, organised in child’s zone of proximal development with using reflection and reflective questions as mail helping tools, leads to qualitative changes firstly in cognitive development of the student. Successes in learning activity create base for development of personal features. Thus, in such process, we may see strong connections between cognitive and personal developmental trajectories. Understanding of these connections gives an opportunity of mediative work with personal diÿculties of a child, opportunity to turn simple processes of learning into counseling work, e˙ecting all spheres of development.

scholarly journals Multi-Dimensional Model of the Zone of Proximal Development as a Way to Analyze the Dynamics of the Child’s Development in Learning Activity

2019 ◽  
Vol 27 (2) ◽  
pp. 95-113 ◽  
Author(s):  
V.K. Zaretsky ◽  
I.A. Nikolaevskaia
Keyword(s):  
Cognitive Abilities ◽  
Personal Development ◽  
Learning Difficulties ◽  
Personal Characteristics ◽  
Zone Of Proximal Development ◽  
Learning Activity ◽  
Proximal Development ◽  
Dimensional Model ◽  
Cognitive Changes ◽  
Reflective Activity

This paper describes the possibility of using a multi-dimensional model of the zone of proximal development for a qualitative analysis of the cognitive-personal dynamics of a child’s development in the process of overcoming learning difficulties. The model was developed in the framework of the reflective activity approach to the provision of advisory assistance. The use of this model for analyzing the dynamics of the cognitive-personal development of a child makes it possible to establish “developmental steps” recorded as new formations in the cognitive abilities of the child and to determine the personal characteristics associated with the primary cognitive changes. A case of providing counseling psychological and pedagogical assistance by means of a reflective-activity approach was considered, the situation was assessed at the beginning of the counseling process and after 8 sessions, the main changes were reflected. To describe the initial and subsequent picture and the changes that occurred, a multi-dimensional model of the zone of proximal development was used.

scholarly journals Relationship between Learning and Development: Problems and Perspectives

2020 ◽  
Vol 16 (1) ◽  
pp. 4-12 ◽  
Author(s):  
G.G. Kravtsov ◽  
E.E. Kravtsova
Keyword(s):  
Zone Of Proximal Development ◽  
Proximal Development ◽  
Learning And Development ◽  
Developmental Learning ◽  
Research And Practice ◽  
Modern Education ◽  
Left Behind ◽  
Modern Psychology ◽  
Learning Types ◽  
The Relationship

This article discusses one of the central problems of cultural-historical psychology — the relationship between learning and development. We analyze the modern interpretation of L.S. Vygotsky’s ideas in research and practice and show that much of what the author of cultural-historical psychology proposed was somehow left behind by scientists and practitioners, whereas some of his ideas were perverted and even contradict the logic of non-classical psychology. The article emphasizes the need for research and analysis of many pressing problems of modern psychology in the context of cultural-historical psychology. For example, we suggest that the concepts of psychological and personal readiness for schooling should be interpreted in terms of the learning types classification proposed by L.S. Vygotsky. Particular attention is paid to the concept of the zone of proximal development. We point to some inconsistency between Vygotsky’s understanding of this concept and he way it is used in modern education. We believe that limiting developmental learning to the focus on the zone of proximal development to a greater extent reflects the ability to learn rather than provides evidence of development.

scholarly journals On the Criteria of Activity-Based Education

2019 ◽  
Vol 15 (3) ◽  
pp. 105-116 ◽  
Author(s):  
G.A. Zuckerman ◽  
T.M. Bilibina ◽  
O.M. Vinogradova ◽  
O.L. Obukhova ◽  
N.A. Shibanova
Keyword(s):  
Diagnostic Criteria ◽  
Subject Matter ◽  
Personal Meaning ◽  
Learning Activity ◽  
Education Student ◽  
Children’S Learning ◽  
New Concepts ◽  
The Subject ◽  
Expressed Emotions ◽  
Children's Learning

The goal of this article is to discuss diagnostic criteria that are directly observable and at the same time allow to judge with sufficient reliability whether learning is activity-based not only in its project, but also in its implementation - in a cooperative child-adult action. Only one criterion is proposed here: children's initiative aimed at discovering and appropriating new concepts. In an attempt to elucidate the blurred meaning of such terms as “activity-based education”, “student as an agency (initiator) of learning activity” the authors suggest revising the subject matter behind these words, and for this purpose to visit the lessons and highlight the events that manifest children's learning initiative. The evidence from the literacy lessons taught according to the Elkonin’s ABC primer shows how the guesses and questions by individual students reveal to the observer that the students relate the concept mastered here and now and the concepts that belong to the same system but have not been discussed as yet in the classroom. Such transcending beyond the scope of the task as initially set by the teacher, discloses children's efforts to construct the concepts that outstrip the teacher's plan by several hours, weeks, and even months. As a rule, such initiatives are accompanied by expressed emotions of joy, surprise, pleasure, inspiration, interest, signifying their personal meaning for children.

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