Clark, K. F., & Graves, M. F. Scaffolding students ' comprehension of text: classroom teachers looking to improve students ' comprehension should consider three general types of scaffolding. The Reading Teacher 58.6 (2005): 570-580. When looking at Lev Vygotsky’s learning theory and development of young children, one learns and developments when they are working within their zone of proximal development (ZPD) as well as when scaffolding is being used. According to Clark & Graves (2005, p. 571), “every mental function in a child’s development first appears in collaboration with an adult”. When one is working within their ZPD, over a period of time, they are able to mentally process the work that they could not do before (Clark & Graves,
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A., & Nordin, Z. S. (2015) Social Cognitive Theory And The Zone Of Proximal Development In The Learning Of Reading Comprehension. Science International, 27(1), 581-585. Retrieved from http://ezproxy.library.edu:2048/login?url=http://search.proquest.com/docview/1717286160?accountid=12085 Lev Vygotsky’s “zone of proximal development” (ZPD) can be broken down into four different learning stages. In the first stage of ZPD, the student relies heavily on others, such as their peers or an adult, for assistance in their understanding and learning. During this stage, it is evident that one cannot comprehend the task at hand by themselves or without the help of others. In stage two of ZPD, one can perform a task that was learned during stage one without any help; however, they are still not able to complete specific tasks without the assistance of others. This is due to the fact that they have not yet learned how to do so. During stage three, one does not need assistance and can accomplish tasks on their own by applying what they have already learned. During this stage, learning is still taken place, just without the help of others. Lastly, during stage four, the student is able to apply their knowledge that was learned in previous stages just as in stage three. The student is “at the execution that prompts the technique of reiterating, every one time applying it to the outcomes of the past stage” (Channa & Nordin, 2015, p. …show more content…
Several aspects of Vygotsky’s Social Development Theory can be used inside the classroom; however, one aspect includes what is widely known as the “zone of proximal development (ZPD)” (Nordlof, 2014, p. 55). Vygotsky viewed the ZPD as, according to Nordlof (2014, p. 55), “the distance between the actual developmental level as determined by independent problem solving and the level of potential development by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers”. When one is working in their ZPD, development and learning is established because communication is taking place (Nordlof, 2014, p.
A., & Nordin, Z. S. (2015) Social Cognitive Theory And The Zone Of Proximal Development In The Learning Of Reading Comprehension. Science International, 27(1), 581-585. Retrieved from http://ezproxy.library.edu:2048/login?url=http://search.proquest.com/docview/1717286160?accountid=12085 Lev Vygotsky’s “zone of proximal development” (ZPD) can be broken down into four different learning stages. In the first stage of ZPD, the student relies heavily on others, such as their peers or an adult, for assistance in their understanding and learning. During this stage, it is evident that one cannot comprehend the task at hand by themselves or without the help of others. In stage two of ZPD, one can perform a task that was learned during stage one without any help; however, they are still not able to complete specific tasks without the assistance of others. This is due to the fact that they have not yet learned how to do so. During stage three, one does not need assistance and can accomplish tasks on their own by applying what they have already learned. During this stage, learning is still taken place, just without the help of others. Lastly, during stage four, the student is able to apply their knowledge that was learned in previous stages just as in stage three. The student is “at the execution that prompts the technique of reiterating, every one time applying it to the outcomes of the past stage” (Channa & Nordin, 2015, p. …show more content…
Several aspects of Vygotsky’s Social Development Theory can be used inside the classroom; however, one aspect includes what is widely known as the “zone of proximal development (ZPD)” (Nordlof, 2014, p. 55). Vygotsky viewed the ZPD as, according to Nordlof (2014, p. 55), “the distance between the actual developmental level as determined by independent problem solving and the level of potential development by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers”. When one is working in their ZPD, development and learning is established because communication is taking place (Nordlof, 2014, p.