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Essay / Research Paper Abstract
Lev Vygotsky proposed the zone of proximal development as a means of understanding the progression of cognitive development in children and the necessity for interactive communication and curriculum to move children through necessary developmental stages. This 8 page paper examines the basic premises of Lev Vygotsky's theory regarding the zone of proximal development, and then applies this to the development of curriculum at the Reggio Emilia schools in Italy. Bibliography lists 8 sources.
Page Count:
8 pages (~225 words per page)
File: D0_Vygotsky.doc
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Unformatted sample text from the term paper:
and the necessity for interactive communication and curriculum to move children through necessary developmental stages. Vygotsky challenged the views of Piaget, who believed that the educational process for young
children is primarily self-directed, and instead, viewed it as progressive, moving from interactive and instructional to autonomous during each development segment (Steward, 1995). Vygotskys concept was
one of many utilized in forming the philosophy and directive of the highly successful Reggio Emilia, the Italian preschool programme with a curriculum designed to enhance the progression of cognitive
development and encourage learning through interactive participation. While Vygotsky suggests that successful cognitive development is based on a necessary level of interactive and communicative learning, he also believed that
a child should have the ability to make choices within an educational structure. In order to understand the focus of the Reggio Emilia and the common elements that
impact curriculum development, it is first necessary to distinguish the theories of Vygotsky from theorists like Piaget, outline the implication of the zone of proximal development for curriculum development, and
then consider the application of Vygotskys concept within an educational setting. By recognizing the fundamental elements of Vygotskys concept, it is possible to understand the implications for curriculum development
and educational focus as a whole. II. Vygotsky Vygotsky suggests that learning is based within the zone of proximal development, a period of sensitivity during which time learning
progresses (Steward, 1995). At different stages in childhood development, child experience this zone and then move on to another developmental phase. The zone of proximal development is the
time frame in which a child goes through a significant developmental change, during which time the child evaluates, distinguishes information and learns (Steward, 1995). At the onset of the
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