From: Vygotsky, L. (1978). Interaction between Learning and Development (pp. 79-91). In Mind in Society. (Trans. M. Cole). Cambridge, MA: Harvard University Press.
In this chapter on the relation between "learning and development," Vygotsky rejects three older "theoretical positions" on education: (1) the purely maturational view which suggests that a child's individual level of mental development constitutes a tightly restrictive prerequisite or precondition for efficient learning to take place (e.g., Binet and Piaget's readiness to learn approach which feared "premature instruction"); (2) the somewhat looser view that learning and mental development are synonymous (as in James' account of education as the mere acquirement of habits of conduct or tendencies to behavior); and (3) the mind as a network of generalized rather than specific capabilities (as in Koffka's Gestalt psychology approach or the "Classics" training tradition where the mind was assumed to be homogeneous muscle that when exercised in a given domain of knowledge would produced imminently transferable learning elsewhere).
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ZONE OF PROXIMAL DEVELOPMENT: A NEW APPROACH
Although we reject all three theoretical positions discussed above, analyzing them leads us to a more adequate view of the relation between learning and development. The question to be framed in arriving at a solution to this problem is complex. It consists of two separate issues: first, the general relation between learning and development; and second, the specific features of this relationship when children reach school age.
That children's learning begins long before they attend school is the starting point of this discussion. Any learning a child encounters in school always has a previous history. For example, children begin to study arithmetic in school, but long beforehand they have had some experience with quantity -they have had to deal with operations of division, subtraction, and determination of size. Consequently, children have their own preschool arithmetic, which only myopic psychologists could ignore.
It goes without saying that learning as it occurs in the preschool years differs markedly from school learning, which is concerned with the assimilation of the fundamentals of scientific knowledge. But even when, in the period of her first questions, a child assimilates the names of objects in her environment, she is learning. Indeed, can it be doubted that children learn speech from adults; or that, through asking questions and giving answers, children acquire a variety of information; or that, through imitating adults and through being instructed about how to act, children develop an entire repository of skills? Learning and development are interrelated from the child's very first day of life.
Koffka, attempting to clarify the laws of child learning and their relation to mental development, concentrates his attention on the simplest learning processes, those that occur in the preschool years. His error is that, while seeing a similarity between preschool and school learning, he fails to discern the difference -he does not see the specifically new elements that school learning introduces. He and others assume that the difference between preschool and school learning consists of nonsystematic [p. 85] learning in one case and systematic learning in the other. But "systematicness" is not the only issue there is also the fact that school learning introduces something fundamentally new into the child's development. In order to elaborate the dimensions of school learning, we will describe a new and exceptionally important concept without which the issue cannot be resolved: the zone of proximal development.
A well known and empirically established fact is that learning should be matched in some manner with the child's developmental level. For example, it has been established that the teaching of reading, writing, and arithmetic should be initiated at a specific age level. Only recently, however, has attention been directed to the fact that we cannot limit ourselves merely to determining developmental levels if we wish to discover the actual relations of the developmental process to learning capabilities. We must determine at least two developmental levels.
The first level can be called the actual developmental level, that is, the level of development of a child's mental functions that has been established as a result of certain already completed developmental cycles. When we determine a child's mental age by using tests, we are almost always dealing with the actual developmental level. In studies of children's mental development it is generally assumed that only those things that children can do on their own are indicative of mental abilities. We give children a battery of tests or a variety of tasks of varying degrees of difficulty, and we judge the extent of their mental development on the basis of how they solve them and at what level of difficulty. On the other hand, if we offer leading questions or show how the problem is to be solved and the child then solves it, or if the teacher initiates the solution and the child completes it or solves it in collaboration with other children -in short, if the child barely misses an independent solution of the problem- the solution is not regarded as indicative of his mental development. This "truth" was familiar and reinforced by common sense. Over a decade even the profoundest thinkers never questioned the assumption; they never entertained the notion that what children can do with the assistance of others might be in some sense even more indicative of their mental development than what they can do alone.
Let us take a simple example. Suppose I investigate two children upon entrance into school, both of whom are ten years old chronologically and eight years old in terms of mental development. Can I say that they are the same age mentally? Of course. What does this mean? It means that they can independently deal with tasks up to the degree of difficulty that has been standardized for the eight-year-old level. If I [p. 86] stop at this point, people would imagine that the subsequent course of mental development and of school learning for these children will be the same, because it depends on their intellect. Of course, there may be other factors, for example, if one child was sick for half a year while the other was never absent from school; but generally speaking, the fate of these children should be the same. Now imagine that I do not terminate my study at this point, but only begin it. These children seem to be capable of handling problems up to an eight-year-old's level, but not beyond that. Suppose that I show them various ways of dealing with the problem. Different experimenters might employ different modes of demonstration in different cases: some might run through an entire demonstration and ask the children to repeat it, others might initiate the solution and ask the child to finish it, or offer leading questions. In short, in some way or another I propose that the children solve the problem with my assistance. Under these circumstances it turns out that the first child can deal with problems up to a twelve-year-old's level, the second up to a nine-year-old's. Now, are these children mentally the same?
When it was first shown that the capability of children with equal levels of mental development to learn under a teachers guidance varied to a high degree, it became apparent that those children were not mentally the same age and that the subsequent course of their learning would obviously be different. This difference between twelve and eight, or between nine and eight, is what we call the zone of proximal development. It is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.
If we naively ask what the actual developmental level is, or, to put it more simply, what more independent problem solving reveals, the most common answer would be that a child's actual developmental level defines functions that have already matured, that is, the end products of development. If a child can do such-and-such independently, it means that the functions for such-and-such have matured in her. What, then, is defined by the zone of proximal development, as determined through problems that children cannot solve independently but only with assistance? The zone of proximal development defines those functions that have not yet matured but are in the process of maturation, functions that will mature tomorrow but are currently in an embryonic state. These functions could be termed the "buds" or "flowers" of development rather than the "fruits" of development. The actual developmental level characterizes mental development retrospectively, while the zone of [p. 87] proximal development characterizes mental development prospectively.
The zone of proximal development furnishes psychologists and educators with a tool through which the internal course of development can be understood. By using this method we can take account of not only the cycles and maturation processes that have already been completed but also those processes that are currently in a state of formation, that are just beginning to mature and develop. Thus, the zone of proximal development permits us to delineate the child's immediate future and his dynamic developmental state, allowing not only for what already has been achieved developmentally but also for what is in the course of maturing. The two children in our example displayed the same mental age from the viewpoint of developmental cycles already completed, but the developmental dynamics of the two were entirely different. The state of a child's mental development can be determined only by clarifying its two levels: the actual developmental level and the zone of proximal development.
I will discuss one study of preschool children to demonstrate that what is in the zone of proximal development today will be the actual developmental level tomorrow -that is, what a child can do with assistance today she will be able to do by herself tomorrow.
The American researcher Dorothea McCarthy showed that among children between the ages of three and five there are two groups of functions: those the children already possess, and those they can perform under guidance, in groups, and in collaboration with one another but which they have not mastered independently. McCarthy's study demonstrated that this second group of functions is at the actual developmental level of five-to-seven-year-olds. What her subjects could do only under guidance, in collaboration, and in groups at the age of three-to-five years they could do independently when they reached the age of five-to-seven years. Thus, if we were to determine only mental age -that is, only functions that have matured- we would have but a summary of completed development, while if we determine the maturing functions, we can predict what will happen to these children between five and seven, provided the same developmental conditions are maintained. The zone of proximal development can become a powerful concept in developmental research, one that can markedly enhance the effectiveness and utility of the application of diagnostics of mental development to educational problems.
A full understanding of the concept of the zone of proximal development must result in reevaluation of the role of imitation in learning. An unshakable tenet [conviction] of classical psychology is that only the independent [p. 88] activity of children, not their imitative activity, indicates their level of mental development. This view is expressed in all current testing systems. In evaluating mental development, consideration is given to only those solutions to test problems which the child reaches without the assistance of others, without demonstrations, and without leading questions. Imitation and learning are thought of as purely mechanical processes. But recently psychologists have shown that a person can imitate only that which is within her developmental level. For example, if a child is having difficulty with a problem in arithmetic and the teacher solves it on the blackboard, the child may grasp the solution in an instant. But if the teacher were to solve a problem in higher mathematics, the child would not be able to understand the solution no matter how many times she imitated it.
Animal psychologists, and in particular Köhler, have dealt with this question of imitation quite well. Köhler's experiments sought to determine whether primates are capable of graphic thought. The principal question was whether primates solved problems independently or whether they merely imitated solutions they had seen performed earlier, for example, watching other animals or humans use sticks and other tools and then imitating them. Köhler's special experiments, designed to determine what primates could imitate, reveal that primates can use imitation to solve only those problems that are of the same degree of difficulty as those they can solve alone. However, Köhler failed to take account of an important fact, namely, that primates cannot be taught (in the human sense of the word) through imitation, nor can their intellect be developed, because they have no zone of proximal development [cf. Leontyev, 1981; Cole, 1996; Ballantyne, Dec. 7, 2004]. A primate can learn a great deal through training by using its mechanical and mental skills, but it cannot be made more intelligent, that is, it cannot be taught to solve a variety of more advanced problems independently. For this reason animals are incapable of learning in the human sense of the term; human learning presupposes a specific social nature and a process by which children grow into the intellectual life of those around them.
Children can imitate a variety of actions that go well beyond the limits of their own capabilities. Using imitation, children are capable of doing much more in collective activity or under the guidance of adults. This fact, which seems to be of little significance in itself, is of fundamental importance in that it demands a radical alteration of the entire doctrine concerning the relation between learning and development in children. One direct consequence is a change in conclusions that may be drawn from diagnostic tests of development.[p. 89]
Formerly, it was believed that by using tests, we determine the mental development level with which education should reckon and whose limits it should not exceed. This procedure oriented learning toward yesterday's development, toward developmental stages already completed. The error of this view was discovered earlier in practice than in theory. It is demonstrated most clearly in the teaching of mentally retarded children. Studies have established that mentally retarded children are not very capable of abstract thinking. From this the pedagogy of the special school drew the seemingly correct conclusion that all teaching of such children should be based on the use of concrete, look-and-do methods. And yet a considerable amount of experience with this method resulted in profound disillusionment. It turned out that a teaching system based solely on concreteness -one that eliminated from teaching everything associated with abstract thinking- not only failed to help retarded children overcome their innate [or intrinsic, peculiar] handicaps but also reinforced their handicaps by accustoming children exclusively to concrete thinking and thus suppressing the rudiments of any abstract thought that such children still have. Precisely because retarded children, when left to themselves, will never achieve well-elaborated forms of abstract thought, the school should make every effort to push them in that direction and to develop in them what is intrinsically lacking in their own development. In the current practices of special schools for retarded children, we can observe a beneficial shift away from this concept of concreteness, one that restores look-an-do methods to their proper role. Concreteness is now seen as necessary and unavoidable only as a stepping stone for developing abstract thinking -as a means, not as an end in itself.
Similarly, in normal children, learning which is oriented toward developmental levels that have already been reached is ineffective from the viewpoint of a child's overall development. It does not aim for a new stage of the developmental process but rather lags behind this process. Thus, the notion of a zone of proximal development enables us to propound a new formula, namely that the only "good learning" is that which is in advance of development.
The acquisition of language can provide a paradigm for the entire problem of the relation between learning and development. Language arises initially as a means of communication between the child and the people in his environment. Only subsequently, upon conversion to internal speech, does it come to organize the child's thought, that is, become an internal mental function. Piaget and others have shown that reasoning occurs in a children's group as an argument intended [p. 90] to prove one's own point of view before it occurs as an internal activity whose distinctive feature is that the child begins to perceive and check the basis of his thoughts. Such observations prompted Piaget to conclude that communication produces the need for checking and confirming thoughts, a process that is characteristic of adult thought. In the same way that internal speech and reflective thought arise from the interactions between the child and persons in her environment, these interactions provide the source of development of a child's voluntary behavior. Piaget has shown that cooperation provides the basis for the development of a child's moral judgment. Earlier research established that a child first becomes able to subordinate her behavior to rules in group play and only later does voluntary self-regulation of behavior arise as an internal function.
These individual examples illustrate a general developmental law for the higher mental functions that we feel can be applied in its entirety to children's learning processes. We propose that an essential feature of learning is that it creates the zone of proximal development; that is, learning awakens a variety of internal developmental processes that are able to operate only when the child is interacting with people in his environment and in cooperation with his peers. Once these processes are internalized, they become part of the child's independent developmental achievement.
From this point of view, learning is not development; however, properly organized learning results in mental development and sets in motion a variety of developmental processes that would be impossible apart from learning. Thus, learning is a necessary and universal aspect of the process of developing culturally organized, specifically human, psychological functions.
To summarize, the most essential feature of our hypothesis is the notion that developmental processes do not coincide with learning processes. Rather, the developmental process lags behind the learning process this sequence then results in zones of proximal development. Our analysis alters the traditional view that at the moment a child assimilates the meaning of a word, or masters an operation such as addition or written language, her developmental processes are basically completed. In fact, they have only just begun at that moment. The major consequence of analyzing the educational process in this manner is to show that the initial mastery of, for example, the four arithmetic operations provides the basis for the subsequent development of a variety of highly complex internal processes in children's thinking.
Our hypothesis establishes the unity but not the identity of learning [p. 91] processes and internal developmental processes. It presupposes that the one is converted into the other. Therefore, it becomes an important concern of psychological research to show how external knowledge and abilities in children become internalized.
Any investigation explores some sphere of reality. An aim of the psychological analysis of development is to describe the internal relations of the intellectual processes awakened by school learning. In this respect, such analysis will be directed inward and is analogous to the use of x-rays. If successful, it should reveal to the teacher how developmental processes stimulated by the course of school learning are carried through inside the head of each individual child. The revelation of this internal, subterranean developmental network of school subjects is a task of primary importance for psychological and educational analysis.
A second essential feature of our hypothesis is the notion that, although learning is directly related to the course of child development, the two are never accomplished in equal measure or in parallel. Development in children never follows school learning the way a shadow follows the object that casts it. In actuality, there are highly complex dynamic relations between developmental and learning processes that cannot be encompassed by an unchanging hypothetical formulation.
Each school subject has its own specific relation to the course of child development, a relation that varies as the child goes from one stage to another. This leads us directly to a reexamination of the problem of formal discipline, that is, to the significance of each particular subject from the viewpoint of overall mental development. Clearly, the problem cannot be solved by using any one formula; extensive and highly diverse concrete research based on the concept of the zone of proximal development is necessary to resolve the issue.
Vygotsky, L. (1978). Problems of Method (pp. 52-75). In Mind in Society. (Trans. M. Cole). Cambridge, MA: Harvard University Press.
Vygotsky, L. (1978). The Role of Play in Development (pp. 92-104). In Mind in Society. (Trans. M. Cole). Cambridge, MA: Harvard University Press.