According to Vygotsky, social interaction plays an important role in the learning process and proposed the zone of proximal development ( ZPD ) where learners construct the new language through socially mediated interaction.
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According to Vygotsky's Zone of Proximal Development a child can, through the help of an adult or more capable child, perform at a higher level than he or she can independently.
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The Zone of proximal development of the setting of labor professions in labor dynasties / in collection of : Abstracts of reports for the VII Congress of the USSR Society of psychologists , M ., 1989
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Vygotsky identified a "'" zone of proximal development " "'where children can learn new things that are a little above their current understanding with the help of more knowledgeable peers or adults.
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The " zone of proximal development " is Vygotsky's idea that at any age the child's potential for understanding and problem solving is not identical to his actual understanding and problem solving ability.
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Unlike Piaget, he claimed that timely and sensitive intervention by adults when a child is on the edge of learning a new task ( called the " zone of proximal development " ) could help children learn new tasks.
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Vygotsky's term Zone of Proximal Development ( ZPD ) relates to the gap between what the child can learn unaided, and what he or she can learn with the help of an adult or a more capable peer.
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Zone of proximal development is that field between what a learner can do by himself ( expert stage ) and what can be achieved with the support of a knowledgeable peer or instructor ( pedagogical stage ) ( Ellis & Worthington, 1994 ).
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Those interactions create Zone of Proximal Development ( Vygotsky, 1978 ), this showing that meaning-making and learning do not depend solely on the intervention of professionals, but on all the knowledge brought by anyone related to the students ( Flecha, 2000 ).
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With many students and multiple different levels of skill or Zones of Proximal Development ( defined below ), there is a need to create many support structures that can properly address each student s developmental level ( Tabak, 2004; Puntambekar and H�bscher, 2005 ).
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