Vygotsky Zones of Proximal Development

Overview

Soviet psychologist Lev Vygotsky developed the concept of the zone of proximal development. The theory defines the differentiation in what a learner can do when provided with assistance, and what they can do when provided guidance and support from a skilled partner.

Vygotsky's Study

Vygotsky drafted a study with the hope of gaining a better framework for the way in which individuals approach the accommodation of a new task, specifically considering the implementation of a source of guidance/assistance in completing such tasks. Categorization of individuals based on their ability to accommodate a new skill relative to the level of assistance provided to them served as the foundation for Vygotsky's theory of zones of proximal development. Vygotsky's theory identified the sweet spot in the process of task accommodation during which a learned is placed in a position to advance their existing level of skill with appropriate support.

Vygotsky's Zones of Proximal Development

Comfort Zone

Individuals who are in the comfort zone have the ability to complete a task without any level of aid or assistance in completing that task when it was previously required to complete the task. This indicates that the learner has mastered the necessary skillset to accomplish the provided task. If a learner has reached this level of skill/mastery, an expert may look to increase the difficulty of tasks to place new tasks in an individual's zone of proximal development.

Example: The ability for a toddler to walk without any assistance provided from a parent when assistance was previously required for the successful completion of the task.

Zone of Proximal Development

The zone of proximal development is the ability to accomplish a provided task with the aid of a skilled assistant or expert. Any task that can be completed with provided guidance falls within this zone as it progresses towards the comfort zone. The expert may employ a variety of methods to assist the learner in taking the necessary steps to progress to the point at which they can perform the task independently.

Example: When we learn to read, our teachers will often provide us with books that introduce a few new words or grammatical challenges each week.

Frustration Zone

Individuals who are in the frustration zone are unable to complete a task even when provided with the assistance of a skilled assistant or expert. This indicates that a task or skill is not yet in an individual's zone of proximal development, so the expert will aim to bring forth and tackle a task of lesser difficulty depending on the learner's existing level of skill.

Example: The inability for a student to appropriately comprehend and find a solution to a provided mathematical problem regardless of provided asisstance from a teacher or tutor, warranting the task to be broken down into simpler tasks and steps that are achievable by the learner with assistance.

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