Zone of Proximal Development

Sociocultural theory is how individual mental functioning is related to cultural, institutional, and historical interactions or context. In other words, it is how someone functions based on what they have learned from their surrounding environment. Sociocultural theory suggests that our environment has a huge impact on our learning. Teachers can consider a student's environment and what impacts them to create the most optimal learning situation.

Lets Take a Closer Look

Zone of proximal development (ZPD):

The difference between what children can solve on their own versus what they can solve when given assistance from an adult or peer. Whale sharks are a hybrid between whales and sharks. They have the scary look of a shark but the gentleness of a whale. The best or “optimal” mixture.

Cultural Tools:

Books, media, computers, symbols and more that influence people’s development and thinking processes. The sea anemone represents a safe space and relationship to clown fish. The clown fish cleans the anemone in return.

Scaffolding:

Teachers and students make meaningful connections between what they each know and understand to help the students learn. Dung beetles build upon their dung piles by walking and traveling further.

Line of Natural Regression:

When students leave their learning environment, they forget information they have learned. When leaving their resting place, seals do not recognize the presence of predators nearby unless prompted by others.

Line of Regression in Action...

Why does my child not know how to do their homework when they get home from school?
Vygotsky tells us through his research that students only know so much on their own. It is my job as their teacher to assist them in
gaining new information. However, sometimes when my assistance is not present, children only remember so much on their own. For
example, when we are in class and children are receiving my assistance with an assignment, they may acknowledge to me in class that they
understand the assignment. However, as soon as they get home, and my assistance is no longer available, they seem to not understand the
assignment anymore. This is a natural regression.
Why does my child do so well on group work but not on individual work? I know they are smart because we can solve complex
problems together at home!
Vygotsky helps us understand this clearly in his research. It is outlined in the zone of proximal development. With a little assistance,
even just the presence of assistance, students can unlock learning capabilities. Whenever this assistance is gone, like the assistance of fellow
classmates, students have trouble solving certain problems on their own.
Why am I having trouble remembering what you taught us in class? I swear I’m paying attention.
Well, it could be several things but one idea of why you may only remember things in class can come from Vygotsky’s research.
Sometimes with the presence of assistance, such as myself or other classmates, you have an easier time solving problems. When this
assistance is no longer around, like when you’re at home, you may have more difficulty solving problems you did just fine in class.

This movie clip shows us that Mazie's entire identity is based on a book she read about sea beasts. The book is a cultural tool that influences her thinking process.