The zone of proximal development in Vygotsky's analysis of learning and instruction.

By Seth Chaiklin. 2003

1,100 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/99a2a389c96edabed1145b58508e3b7abbfa48b2

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In Developmental and Educational Psychology

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Citations in the corpus

A conceptualisation of whole‐class scaffolding (2013, methodology): “Secondly, in doctrinal interpretations of Vygotsky’s work the ZPD is argued to be a diagnostic tool meant to assess the child’s current state (Chaiklin, 2003; Lantolf & Thorne, 2006).”
Sociocultural Theory and Second Language Learning (2013, background): “The second misconception relates more directly to the ZPD, which is easily the most widely used and yet least understood of the central concepts of SCT (Chaiklin, 2003).”
Scaffolding and learning: its role in nurturing new learners (2008, background): “…the past two decades there was a number of significant publications which further developed theoretical understanding of the ZPD in its connection to instruction (e. g., Chaiklin 2003; Cole 1996; Dixon-Krauss 1996; Hedegaard 1992; Tharp & Gallimore 1988; Tudge 1992; Wells 1999; Wertsch 1985, 1998).”
Vygotsky's Zone of Proximal Development: Instructional Implications and Teachers' Professional Development (2010, background): “(Vygotsky, 1998b, p. 203) Chaiklin (2003) highlights that the main focus for collaborative interventions is to find evidence for maturing psychological functions, with the assumption that the learner could only take advantage of these interventions because the maturing function supports an ability…”
Unifying cognition, emotion, and activity in language teacher professional development (2014, background): “Because the ZPD represents a metaphorical space of maturing cognitive functions, interactions within it are not always “enjoyable” (Chaiklin, 2003, p. 43).”
The relationship between culture and the development of critical thinking abilities of prospective teachers (2008, background): “…the expression ‘‘Zone of Proximal Development’’ which presupposes an interaction on a task between a more competent person and a less competent person, such that the less competent person becomes independently proficient at what was initially a jointly accomplished task (Chaiklin, 2004, p. 41).”
What Question Answering can Learn from Trivia Nerds (2019, methodology): “Taking a cue from Vygotsky’s proximal development theory of human learning (Chaiklin, 2003), these discriminative questions—rather than the easy or the hard ones—should most improve QA systems.”
Taking educational games seriously: using the RETAIN model to design endogenous fantasy into standalone educational games (2008, background): “, natural) that knowledge is the more easily the learner can utilize that knowledge in new situations for several reasons shown in sound educational theories such as that proposed by Vygotsky (Chaiklin 2003) (zone of proximal development), or Sweller (1994) (reduced intrinsic load).”
Analyzing Children's Learning and Development in Everyday Settings from a Cultural-Historical Wholeness Approach (2012, background): “Vygotsky’s concept of the zone of proximal development has been cited widely (for an overview, see Chaiklin, 2003), and extended to educational practice in classrooms (e.g., Tharp & Gallimore, 1988) and in relation to early infancy and the child’s actions by Valsiner (1997) as zones of free…”
Emergent Complexity and Zero-shot Transfer via Unsupervised Environment Design (2020, background): “Thus, regret incentivizes the adversary to propose tasks within the agent’s “zone of proximal development” [8].”
MAKING CONNECTIONS: GROUNDING PROFESSIONAL DEVELOPMENT IN THE DEVELOPMENTAL THEORIES OF VYGOTSKY (2008, background): “As Chaiklin noted (2003), Vygotsky has referred to this as the social situation of development (Vygotsky, 1998).”