LEV SEMYONOVICH VYGOTSKY (1896-1934) is a preeminent figure in the field of 20th century education, and his impact continues to resonate. His seminal work on Social Cognition is based on his theory that learning is, at its core, a largely a socially-mediated activity, and that real learning takes place in one’s "Zone of Proximal Development." 

Vygotsky is credited with developing the concept of Social Cognition (aka Social Development Theory of Learning), which proposes that:

• Social Interaction has a dramatic impact on cognitive development;
• Biological and social development are not isolated from one another (contrasting the work of Jean Piaget);
• Learning is largely mediated by social interaction of students and "More Knowledgable Others" (teachers, parents, coaches, peers, experts, etc.)
  (Driscoll, 1994)

Vygotsky centered much of his research on a phenomenon he coined as "the Zone of Proximal Development," or ZPD. According to Vygotsky, the ZPD:

"is the distance between the actual development 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." (Vygotsky, 1978)

More simply put, the ZPD is the gap between what a learner can accomplish independently and what a learner cannot do, even with assistance. That which a learner can do independently is said to be contained within one’s "Zone of Current Development," or ZCD. A more capable peer or teacher, aka a "More Knowledgable Other," or MKO, may help a learner accomplish tasks that may be in one’s ZPD.

Place your mouse pointer on the graphic below to see an example of how ZPD decreases as the ZCD increases. (Roll your mouse off then back over the image to play it again if you so choose.) 

Vygotsky (1978) believed that "what the child [or learner] is able to do in collaboration today, he will be able to do independently tomorrow." Tharp & Gallimore (1988) describe the ZPD as a four-stage process: 

Above: Modified version of Tharp & Gallimore’s Four-Stage Model of ZPD (graphics added)

• Stage 1: Assistance provided by MKO’s
• Stage 2: Assistance provided by self
• Stage 3: Automatization through practice
• Stage 4: De-automatization; recursiveness through previous three stages 

The successful application of Vygotsky’s theories require a learning environment dedicated to these principles. Those acting as MKO’s must be highly involved, must work in collaboration with their students to facilitate learning, and must be famililar with the students’ individual ZPD’s. This is in contrast to some traditional teaching methods which require that students simply regurgitate recited material. As discussed in Constructivist learning theory, a more collaborative environment may encourage students to create their own meanings and apply them to learned material (Hausfather, 1996).

Piaget: Piaget’s Developmental Stages
Automatization: Automaticity: Skill Building

A.E. Berger, M.Ed ，Graduate Student ，SDSU Educational Technology ，Constructivism: Learning Theory Fundamentals