Editing Lev Vygotsky (section)

=== Zone of proximal development ===
The "[[zone of proximal development]]" (ZPD) is a term that Vygotsky used to characterize an individual's mental development. He originally defined the ZPD as "the distance between the actual developmental level as determined 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." He used the example of two children in school who originally could solve problems at an eight-year-old developmental level (that is, typical for children who were age 8). After each child received assistance from an adult, one was able to perform at a nine-year-old level and one was able to perform at a twelve-year-old level. He said, "This difference between twelve and eight, or between nine and eight, is what we call ''the zone of proximal development.''" He further said that the ZPD "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."

The zone is bracketed by the learner's current ability and the ability they can achieve with the aid of an instructor of some capacity.<ref>{{Cite web |last=Kurt |first=Dr Serhat |date=October 22, 2022 |title=Vygotsky's Theories and How to Incorporate Vygotsky's Theories in The Classroom |url=https://educationlibrary.org/vygotskys-theories-and-how-to-incorporate-vygotskys-theories-in-the-classroom/ |access-date=October 23, 2022 |website=Education Library |language=en-US}}</ref> The ZPD multidimensional model states that the ideas of the zone of proximal development can be applied to development in other areas of life such as personality development.<ref>{{Cite journal |last=Zaretsky |first=V. K. |date=2021 |title=One More Time on the Zone of Proximal Development |url=https://psyjournals.ru/en/journals/chp/archive/2021_n2/Zaretsky |journal=Cultural-Historical Psychology |language=en-US |volume=17 |issue=2 |pages=37–49 |doi=10.17759/chp.2021170204 |issn=1816-5435|doi-access=free}}</ref>

==== Scaffolding ====
According to Vygotsky, through the assistance of a more knowledgeable other, a child is able to learn skills or aspects of a skill that go beyond their actual developmental or maturational level. This assistance is defined as 'scaffolding'. The lower limit of the ZPD is the level of skill reached by the child working independently (also referred to as the child's developmental level). The upper limit is the level of potential skill that the child is able to reach with the assistance of a more capable instructor. In this sense, the ZPD provides a prospective view of cognitive development, as opposed to a retrospective view that characterizes development in terms of a child's independent capabilities. The advancement through and the attainment of the upper limit of the ZPD are limited by the instructional and scaffolding-related capabilities of the more knowledgeable other (MKO). The MKO is typically assumed to be an older, more experienced teacher or parent but often can be a learner's peer or someone their junior. The MKO need not even be a person but can be a machine or book or other source of visual and/or audio input.<ref>{{Cite web|url=https://www.simplypsychology.org/vygotsky.html|title=Vygotsky &#124; Simply Psychology|date=August 5, 2019|archive-url=https://web.archive.org/web/20190805212531/https://www.simplypsychology.org/vygotsky.html|access-date=September 1, 2020|archive-date=August 5, 2019|last1=McLeod |first1=Saul }}</ref>

Another significant property of the ZPD and scaffolding is reciprocal teaching during which the child and the instructor have an open dialogue with each other for the child to create new opportunities to acquire new information and ideas.<ref name=":1">{{Cite journal |last=Pedapati |first=Kruthi |date=2022-08-01 |title=Piagetian and Vygotskian Concepts of Cognitive Development: A Review |url=https://indianmentalhealth.com/pdf/2022/vol9-issue3/4-Review-Paper-2.pdf |journal=Indian Journal of Mental Health |volume=9 |issue=3 |doi=10.30877/IJMH.9.3.2022.227-239}}</ref>

==== Importance of play ====
Play is crucial to the social cognitive development of children and, according to Vygotsky, causes the ZPD to be the most effective. He thought that if he could define the features of play he could gain insight into its role in development. Vygotsky focused on the symbolism of play to describe how play shapes development. There were two important aspects that Vygotsky focused on.

All representational play creates an imaginary situation that permits the child to grapple with unreasonable desires. This aspect helps the child develop a sense of delayed gratification.

All representational play also it contains rules for behavior that children must follow to successfully act out the play scene. This aspect of play helps children to develop their understanding of social rules, as even the simplest play is based in rules. This expresses the understanding of rules in children. Imaginary play, in particular, develops the ability in children to process external and internal stimuli. Imagination helps children to differentiate real and imaginary objects, a task that must be practiced.

Overall, play is important in children because of the social rules that they must follow.<ref>{{Cite journal |last=Berk |first=Laura E. |date=1994 |title=Vygotsky's Theory: The Importance of Make-Believe Play |url=https://www.jstor.org/stable/42728322 |journal=Young Children |volume=50 |issue=1 |pages=30–38 |jstor=42728322 |issn=0044-0728}}</ref>