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Vygotsky and the Zone of Proximal Development

Vygotsky and the Zone of Proximal Development

Susan Gebhard
Copyright: © 2008 |Pages: 3
ISBN13: 9781599048819|ISBN10: 1599048817|EISBN13: 9781599048826
DOI: 10.4018/978-1-59904-881-9.ch148
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MLA

Gebhard, Susan. "Vygotsky and the Zone of Proximal Development." Encyclopedia of Information Technology Curriculum Integration, edited by Lawrence A. Tomei, IGI Global, 2008, pp. 948-950. https://doi.org/10.4018/978-1-59904-881-9.ch148

APA

Gebhard, S. (2008). Vygotsky and the Zone of Proximal Development. In L. Tomei (Ed.), Encyclopedia of Information Technology Curriculum Integration (pp. 948-950). IGI Global. https://doi.org/10.4018/978-1-59904-881-9.ch148

Chicago

Gebhard, Susan. "Vygotsky and the Zone of Proximal Development." In Encyclopedia of Information Technology Curriculum Integration, edited by Lawrence A. Tomei, 948-950. Hershey, PA: IGI Global, 2008. https://doi.org/10.4018/978-1-59904-881-9.ch148

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Abstract

Thinkers throughout history have surmised that humans exist most fully in communion with others. Learners mimic or model, read or reflect, and listen or lecture within a social context; therefore educational experiences,traditional or technology based,ought not to discount the interplay between shared experience, individual’s attitudes, and relational understandings. The theories of learning that emphasize this kind of interpersonal interaction, the necessity of collaboration and collegiality, a reliance on social reference points, and intentional modeling have had various nomenclatures (Rogoff & Lave, 1984). Vygotsky’s (1978) seminal work is commonly referred to as “social cognition” or “social constructivism.”

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