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Re: [xmca] Zone of Proximal Development
My best interpretation of ZPD is that it should not be viewed as a way to
speed up learning. It is a tool that can provide instruction ahead of a
child's development but regardless of instruction if the child's
development is not capable of grasping the taught concepts then there is
nothing to speed up. I think this dovetails nicely into the discussion
going on regarding the development of "scientific concepts" and "everyday
concepts". THe everyday concept is formed for the child due to a natural
zpd; while, the "scientific concept" is possibly formed (obviously this is
the debate going on) by the constructed zpd of the classroom. Perhaps
that clarifies, perhaps not.
what do you think?
ulvi icil <firstname.lastname@example.org>
Sent by: email@example.com
05/29/2009 09:36 AM
Please respond to "eXtended Mind, Culture, Activity"
To: "eXtended Mind, Culture, Activity" <firstname.lastname@example.org>
Subject: [xmca] Zone of Proximal Development
I have a question.
As we know, some people point to the dangers of speeding academic
for children (to bring it down to preschool, elimination of play etc that
also discussed here in xmca recently) and I think that they are right.
On the other hand, for many people who hears the concept of zone of
development , it directly brings to mind, a similar speeding up...
Me too, my mind is not clear, if ZPD corresponds to a fastening of
education , bringing it to earlier ages or not...
In Bodrova and Leong, Tools of Mind, I have read that Zaporozhets
ZPD so that it should not be interpreted as such a fastening but rather
Can any friend have a brief clarifying concept on this please?
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