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These files are maintained strictly for historical reference, research, and recordkeeping purposes, and the content has not been altered or updated since archiving. Content on this site may not meet current digital accessibility standards. If you require an alternative, accessible format of any information found on this site, please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
I agree that the "speedup" interpretation of the idea of zoped is mistaken. Right now I am more focused on how to organize instruction that does not exclude and push kids backward than in speeding things up. mike On Fri, May 29, 2009 at 7:58 AM, <ERIC.RAMBERG@spps.org> wrote: > Hello Ulvi: > > 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? > eric > > > > > ulvi icil <ulvi.icil@gmail.com> > Sent by: xmca-bounces@weber.ucsd.edu > 05/29/2009 09:36 AM > Please respond to "eXtended Mind, Culture, Activity" > > > To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu> > cc: > Subject: [xmca] Zone of Proximal Development > > > Hello, > > I have a question. > > As we know, some people point to the dangers of speeding academic > education > for children (to bring it down to preschool, elimination of play etc that > we > 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 > proximal > development , it directly brings to mind, a similar speeding up... > > Me too, my mind is not clear, if ZPD corresponds to a fastening of > academic > education , bringing it to earlier ages or not... > > In Bodrova and Leong, Tools of Mind, I have read that Zaporozhets > interprets > ZPD so that it should not be interpreted as such a fastening but rather > amplifying ... > > Can any friend have a brief clarifying concept on this please? > > Ulvi > _______________________________________________ > xmca mailing list > xmca@weber.ucsd.edu > http://dss.ucsd.edu/mailman/listinfo/xmca > > > _______________________________________________ > xmca mailing list > xmca@weber.ucsd.edu > http://dss.ucsd.edu/mailman/listinfo/xmca > _______________________________________________ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca