The zone of actual and the zone of proximal development measured through preschool dynamic assessment as predictors of later school performance - a longitudinal study

Abstract

The goal of the study was to examine whether the zone of actual (ZAD) and the zone of proximal development (ZPD) in children, measured through preschool dynamic assessment, could be used as predictors of later school performance. A longitudinal study was conducted. The participants were 114 students from the ?Stevan Colovic? primary school in Arilje (54 boys, and 60 girls), Serbia. The findings generally confirm that measures from preschool dynamic assessment can be used as predictors of later school performance. ZAD was shown to be a better predictor than ZPD. ZPD is an independent predictor only for performance in language and mathematics tests in a final trial test. Affective-motivational scaffolding is a better predictor than cognitive scaffolding. These results are considered in the context of Vygotsky?s theory and also in that of dynamic assessment procedures. Theoretical and practical implications for future studies of affective-motivational and cognitive factors as predictors of school performance are being considered.

Fostering self-regulated learning in preschool through dynamic assessment methodologies

“…Considering preschoolers’ characteristics in terms of language acquisition and maturity of psychological processes, few instruments are available following the dynamic assessment principles. Those which are reliable and close to the aforementioned approach use digital tools [ 20 , 33 ] and quantitative methods [ 34 , 35 ], and others, although not assuming a demarked dynamic assessment approach, apply interactive procedures [ 36 , 37 ]. However, none could provide robust results assessing the SRL cycle as a whole consistently, so they could not be adapted to other contexts.…”