The zone of proximal development (ZPD) is Vygotsky’s term for the stage at which learners learn to complete new tasks. It is the area of learning that is best described as the sweet spot. It is characterized by guidance from a more knowledgeable other (MKO), either a peer or an instructor, through a process called scaffolding. Through this assistance, the learner is able to learn skills beyond current developmental of maturation levels. According to Vygotsky:
The zone of proximal development is “the distance between the actual developmental level as determined through independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.”
The term scaffolding was not coined by Vygotsky. The idea was first introduced in the late 1950s by Jerome Bruner. He used the term to describe children’s language acquisition while applying Vygotsky’s concept of ZPD to various educational contexts. Scaffolding is a process through which an MKO helps a learner in his or her ZPD and tapers off aid as it becomes unnecessary, in the same way that scaffold is removed from a building after construction is completed.
Many instructional programs have been developed based on this interpretation of the ZPD, and the concept has also been further developed, such as in Jesper Hoffmeyer’s semiotic scaffolding. For scaffolding to be effective and learning to occur, one must always build from the current level of understanding.
Take a look at the following video demonstrating a child learning to count with the assistance of a more knowledgeable other.
“The zone of proximal development defines those functions that have not yet matured but are in the process of maturation, functions that will mature tomorrow but are currently in an embryonic state. These functions could be termed the ‘buds’ or ‘flowers’ of development rather than the ‘fruits’ of development.”