UNDERSTANDING VYGOTSKY’S ZONE OF PROXIMAL DEVELOPMENT FOR LEARNING

Rentauli Mariah Silalahi

Abstract


Vygotsky is the father of the Zone of Proximal Development (ZPD) theory who claims that a leaner can do what he can almost do alone with the presence of assistance. This literature study aims at investigating what factors need to be present for developing someone’s potential. From the literature study, it was found that there are six factors that need to be present, including assistance, mediation, cooperation, imitation, target and crises. With the presence of assistance from the more capable other and keeping attention to the six important factors, a learner will be able to do what he/she can almost do alone.

BAHASA INDONESIA ABSTRAK: Vygotsky adalah penemu konsep Zona Perkembangan Proksimal yang menyatakan bahwa seseorang yang belajar akan mampu melakukan apa yang hampir dapat dilakukannya secara mandiri dengan tersedianya bantuan. Studi kepustakaan ini bertujuan untuk meneliti unsur apa saja yang penting untuk membantu perkembangan potensi seorang pelajar. Dari studi kepustakaan ditemukan bahwa ada enam unsur yang penting yakni bantuan, mediasi, kerjasama, kemampuan untuk meniru, sasaran dan masa sulit atau keluar dari zona nyaman. Dengan adanya bantuan dari orang yang lebih mampu dan kehadiran dari enam unsur tersebut, seorang pelajar akan mampu melakukan apa yang hampir dapat dilakukannya sendiri.


Keywords


Vygotsky; Zone of Proximal Development; ZPD; assistance; scaffolding; language; mediation; imitation



DOI: http://dx.doi.org/10.19166/pji.v15i2.1544

Full Text:

PDF

References


Alexander, B. (2017). The unlikely evolution of Andy Serkis’ Caesar in “Planet of the Apes.” Retrieved December 21, 2018, from https://eu.usatoday.com/story/life/movies/2017/07/12/unlikely-evolution-andy-serkis-caesar-planet-apes/469054001/

Chaiklin, S. (2003). The Zone of Proximal Development in Vygotsky’s analysis of learning and instruction. In A. Kozulin, B. Gindis, V. S. Ageyev & S. M. Miller (Eds.), Vygotsky’s educational theory in cultural context (pp. 39–64). https://doi.org/10.1017/cbo9780511840975.004

Daniels, H. (2001). Vygotsky and pedagogy. London: Taylor & Francis.

Daniels, H., Cole, M., & Wertsch, J. V. (2007). The Cambridge companion to Vygotsky. Cambridge: Cambridge University Press.

Eagle, S. (2012). Learning in the early years: Social interactions around picturebooks, puzzles and digital technologies. Computers and Education, 59(1), 38–49. https://doi.org/10.1016/j.compedu.2011.10.013

Fosnot, C. T. (2005). Constructivism: Theory, perspectives, and practice (2nd ed.). New York, NY: Teachers College Press.

Garton, A. F. (2004). Exploring cognitive development: The child as problem solver. Oxford: Blackwell Publishing Ltd.

Goswami, U. C. (2008). Cognitive development: The learning brain. London: Routledge.

Hedegaard, M. (2012). Analyzing children’s learning and development in everyday settings from a cultural-historical wholeness approach. Mind, Culture, and Activity, 19(2), 127–138. https://doi.org/10.1080/10749039.2012.665560

Hobart, C., & Frankel, J. (1994). A practical guide to child observation. London: Stanley Thornes Ltd.

Holzman, L. (2017). Vygotsky at work and play (2nd ed.). New York, NY: Routledge.

Hoogsteder, M., Maier, R., & Elbers, E. (1996). The architecture of adult-child interaction. Joint problem polving and the structure of cooperation. Learning and Instruction, 6(4), 345–358. DOI: https://doi.org/10.1016/s0959-4752(96)00020-5

Keenan, T., Evans, S., & Crowley, K. (2016). An introduction to child development (3rd ed.). London: Sage Publications Ltd.

Kurniasari, A. I., & Santoso, A. (2016). The teacher’s roles in supporting the ZPD in the students' English oral communication skills based on the PYP language scope and sequence of grade EY 3A: A case study. Polyglot: Jurnal Ilmiah, 12(2), 1-23. http://dx.doi.org/10.19166/pji.v12i2.362

Lynch, J., & Clark, T. (2018). A 7-year-old boy is making $22 million a year on YouTube reviewing toys. Retrieved March 11, 2019, from https://www.businessinsider.com/ryan-toysreview-7-year-old-makes-22-million-per-year-youtube-2018-12?r=US&IR=T

Mahn, H., & John-Steiner, V. (2002). Learning for life in the 21st century: Sociocultural perspectives on the future of education. Oxford: Blackwell.

Meadows, S. (2018). Understanding child development: Psychological perspectives and applications. New York, NY: Routledge.

Mercer, N., & Littleton, K. (2007). Dialogue and the development of children’s thinking. A sociocultural approach. New York, NY: Routledge.

Minick, N. (2005). The development of Vygotsky’s thought: An introduction to thinking and speech. In H. Daniels (Ed.), An introduction to Vygotsky (2nd ed., pp. 33–57). London: Routledge.

Mooney, C. G. (2013). Theories of childhood: An introduction to Dewey, Montessori, Erikson, Piaget, and Vygotsky. St. Paul, MN: Redleaf Press.

Pacifici, C., & Bearison, D. J. (1991). Development of children’s self-regulations in idealized and mother-child interactions. Cognitive Development, 6(3), 261–277. https://doi.org/10.1016/0885-2014(91)90039-g

Papalia, E. E., Gross, D. L., & Feldman, R. D. (2003). Child development: A topical approach. New York, NY: McGraw-Hill.

Rogoff, B. (1992). Apprenticeship in thinking. New York, NY: Oxford University Press.

Rogoff, B., Ellis, S., & Gardner, W. (1984). Adjustment of adult-child instruction according to child’s age and task. Developmental Psychology, 20(2), 193–199. https://doi.org/10.1037/0012-1649.20.2.193

Säljö, R. (2010). Digital tools and challenges to institutional traditions of learning: Technologies, social memory and the performative nature of learning. Journal of Computer Assisted Learning, 26(1), 53–64. https://doi.org/10.1111/j.1365-2729.2009.00341.x

Tudge, J. R. H. (1992). Processes and consequences of peer collaboration: a Vygotskian analysis. Child Development, 63(6), 1364–1379. https://doi.org/10.1111/j.1467-8624.1992.tb01701.x

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: The MIT Press.

Wertsch, J. V., McNamee, G. D., McLane, J. B., & Budwig, N. A. (1980). The adult-child dyad as a problem-solving system. Society for Research in Child Development, 51(4), 1215–1221. https://doi.org/10.1111/j.1467-8624.1980.tb02672.x

Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.

Wertsch, J. V. (1993). Voices of the mind: Sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.

Wertsch, J. V., & Tulviste, P. (1992). L . S . Vygotsky and contemporary developmental psychology. Developmental Psychology, 28(4), 548–557. https://doi.org/10.1037//0012-1649.28.4.548

Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x

Zuckerman, G. (2007). Child-adult interaction that creates a zone of proximal development. Journal of Russian & East European Psychology, 45(3), 43–69. https://doi.org/10.2753/rpo1061-0405450302


Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2019 Rentauli Mariah Silalahi

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

favicon Faculty of Education | Universitas Pelita Harapan | Lippo Karawaci, Tangerang, Indonesia, 15811 | Tel +62 21 5466057 | Fax +62 21 5461055