The Concept of Zone of Proximal Development and its Derivatives: Problems and Prospects of Modern Interpretations

Abstract

The study is devoted to the theoretical and methodological analysis of the concept of zone of proximal development, which is of great practical importance for education since it explains the mechanism of the influence of learning on the development of a student. Therefore, the purpose of the study is to analyse the current content and trends in the development of this concept and its derivatives. In this context, the classical ideas of L.S. Vygotsky on the zone of proximal development and the zone of present development, their indicators, and essential characteristics, including the evolution of the methodological status of the concept of zone of proximal development in psychology and pedagogy are analysed. Modern derivatives of the concept of zone of proximal development (scaffolding, zone of free movement, zone of prompted actions, zone of negative development, zone of variable development, zones of intermental development in the dialogue between teachers and students, etc.), its connections and correlation with these related and interrelated concepts are analysed. Based on the theoretical analysis, the psychological, didactic, and heuristic potential of the concept zone of proximal development is determined, in particular, its use as a methodological tool for developing projects in various fields of practice and branches of psychology. The latter is demonstrated by the example of student learning. The problem points and paradoxes of the modern understanding of the concept of zone of proximal development are also identified. The problem analysis is organised around the following subjects: the potential of the dual-plane zone of proximal development, the problem of its individualisation, the problem of social competence of interaction subjects that creates this zone, the zone of proximal development in the context of symmetrical-asymmetric learning and the quality of communication with peers in the group, the problem of the specific features of the zone of proximal development of an adult or an elderly person, the problem of moral competence and the inconsistency of the phenomenon of learning as a potential to change under external guidance. The obtained scientific results will be useful both for modern theorists of teaching and educating young people, and for teachers and psychologists working in educational institutions of various levels