Pojęcie strefy najbliższego rozwoju poznawczego

Abstrakt

The author seeks some constitutive aspects of the concept of the zone of proximal development (ZPD). Firstly, she undertakes an analysis of ZPD in the context of cognate concepts, i.e. sensitive periods, maturity and stimulation, distinguishing, among other things, such aspects as temporal, direction, contents. Secondly, she refers to the concept of potentiality, identifying ZPD as one of its forms. Thirdly, she analyzes the relations between ZPD and teaching and learning, drawing one’s attention to the differences in the process of acquiring information and the tools of its conveying, and in the kind of acquired experiences and competence etc. Fourthly, she takes up the problem of potential teaching. Fifthly, she presents (against the background of the classical approaches) the contemporary models of research and directions of operationalization of cognitive ZPD and in the noncognitive disciplines. The effect of the above analyses is the author’s proposal of a ZPD definition. She also puts forward some directions of further research on ZPD.