Working within a Zone of Proximal Development promotes growth. ZPD is defined by the zone (tasks or expectations) just beyond what a child can do independently, yet short of what would be overwhelming, even with help. With the help of instruction and/or support (scaffolding) a child can take on new challenges. That scaffolding is gradually withdrawn as the skill is mastered, and the zone is adjusted upwards.
The Goldilocks Principle
ZPD – Where we learn best
Remember the story of Goldilocks? Of course. Do you remember Vygotsky and the Zone of Proximal Development? Maybe not? Let’s finally put Goldilocks to some good use. Of all people, “Why Goldilocks?” you ask? I’m finding value in that totally self-absorbed, overly entitled, seriously unsupervised little brat? Hear me out. We may get some actual work out of Goldi yet. By linking ZPD and Goldilocks, perhaps the former will be easier to access and the latter will be easier to tolerate.
As you recall, after breaking and entering, Goldilocks began her comfort seeking. “Not too hard, not too soft, just right.” … “Not too hot, not too cold, just right.” You remember the basic theme. Actually that theme is an important one to remember. In fact, let’s call it a principle. The Goldilocks’ Principle: Not too ____, Not too _____, Just right? That’s much easier than calling it the Zone of Proximal Development, which is an essential part of any toolkit for parents, teachers, and coaches.
In its simplest form, ZPD means that children learn best when the work is not too hard, nor too easy, but just right. Vygotsky actually made it a little more sophisticated than a mere paraphrasing of Goldilocks. He said that the Zone of Proximal Development is defined at the lower limit by what children are capable of doing independently, with no help. The upper limit is bounded by what children are not yet capable of doing, even with the help of an adult. Bored vs. Overwhelmed for those of you who want to keep it as simple as it should be. Within the ZPD, children are capable of more challenging work if they have the assistance of an adult. In other words, they are challenged, but they have the necessary support to take it on. Operating within the ZPD means that as they begin to master the work, the amount of necessary support is reduced and the ZPD is adjusted upwards.
Goldilocks Principle (GP) = Zone of Proximal Development (ZPD)
| Goldilocks Principle (GP) | Zone of Proximal Development (ZPD) | What My Mother Calls “Common Sense” |
| “Too Hot” | Cannot do, even with help | Overwhelmed |
| “Just Right” | Zone of Proximal Development | Challenged (w/ support) |
| “Too Cold” | Can do independently | Bored |
The support that allows the child to take on the more challenging work is often called scaffolding, as in the structure used to support workmen while constructing a building. In this case, the scaffolding (in the form of demonstrations, corrective feedback, support or encouragement) is withdrawn as the child attains mastery of the skill and no longer needs the support. Children need high expectations, but they also need the structure and support to make those expectations attainable.
Another good way to remember the workings of ZPD and scaffolding is to visualize a child learning to rock climb. With the aid of a harness, belaying rope and coach, the child can take on the challenge of climbing, trust that he will be safe when he falls, learn from his mistakes, and constantly improve. Without the belaying, most kids stay close to the ground, while the others put the orthopedist’s children through college.
(in terms of BIG IDEAS in Child Development, they don’t get any bigger than Vygotsky’s ZPD)