Vygotsky's Concepts Of Co-Construction, Zone Of Proximal Development

Ormrod (2011, p.39) argues that ‘Vygotsky’s primary focus was on the role of nurture, and…[how] a child’s social and cultural environments foster cognitive growth.’ In essence, Vygotsky’s sociocultural theory places high significance on a supportive environment and secure relationships in establishing meaningful learning experiences (Ormrod, 2011). This response will explore Vygotsky’s concepts of co-construction, zone of proximal development, transfer of cognitive tools, and internalisation.
According to the sociocultural lens of Vygotsky, ‘children not only develop, but are developed (by others)’ (Eun, 2010, p.402). Thus, a positive classroom environment, with secure relationships between teachers and students, is fundamental in nurturing
Vygotsky describes this co-construction as an ‘exchange of knowledge’ and ‘learning through teaching’ (Krause et. al., 2015, p.89). Through taking on a role of collaborator, teachers and parents help engage children in developing more complex thought patterns and problem-solving (Verenikina, 2008). Similarly, Vygotsky’s ‘zone of proximal development’ highlights the teacher’s important role in extending a child’s learning progress, such as through prompts and hints, to ‘promote maximum cognitive growth’ (Ormrod, 2011, p.41). Specifically, this concept refers to the distance between a child’s independent abilities up to what they can accomplish with assistance from an adult (Krause et. al., 2015; Levykh, 2008). Partnership with an adult enables the child to complete more complex tasks as an active learner; providing a collaborative opportunity to ‘share knowledge and responsibility for the task’ (Verenikina, 2008,
Known as internalisation, Vygotsky’s concept highlights ‘the primacy of socialisation processes in children’s development’ (p.1140). Therefore, the home and school environments, including social interactions (with both peers and adults) and meaningful experiences, play a pivotal role in shaping complex cognitive thinking (Ormrod, 2011). The internalisation process also sees the refining of outward behaviours by socio-cultural factors, to then transitioning into mental processes self-regulated by the child (Verenikina, 2008). A practical example of this is a child arguing with their peers in play, which requires adaption of ideas and problem-solving; thus, helping a child to view scenarios ‘from several different angles on their own’ (Ormrod, 2011,