CHILD DEVELOPMENT PEDAGOGY

Detailed explanation-1: -In order for social interaction to facilitate the development of self-regulation, according to Vygotskian theory, caregivers must sensitively tailor their instructional support to the age and competence level of the child, working within the child’s “zone of proximal development” (Vygotsky, 1978).

Detailed explanation-2: -The Zone of Proximal Development (ZPD) was a key construct in Lev Vygotsky’s theory of learning and development. The Zone of Proximal Development is defined as the space between what a learner can do without assistance and what a learner can do with adult guidance or in collaboration with more capable peers.

Detailed explanation-3: -One of the core constructs of Vygotsky’s theory of social constructivism is the zone of proximal development (ZPD), which emphasizes the role of the instructor in an individual’s learning.

Detailed explanation-4: -This led Vygotsky into the idea of the ‘zone of proximal development, ’ as it assessed the change in cognitive development of students and not just the final outcome. Students benefit directly from the social interactions in class, and ideally, reach their learning potential with the help of their teacher.

Detailed explanation-5: -The crux of the zone of proximal development is that a child with more skills and mastery (the skilled partner), can be used to enhance the potential level of knowledge and another individual. These type of social interactions can be used to enhance educational outcomes in problem-based learning activities.