TEACHING IN THE ZONE OF PROXIMAL DEVELOPMENT - IMPLICATIONS FOR RESPONSIVE TEACHING PRACTICE

This article draws upon current conceptual and empirical understanding of Vygotsky's sociocultural theory of development in suggesting impli cations for early childhood teaching within the zone of proximal devel opment (or responsive teaching). Discussion centers on the following k ey Vygotskian ideas: teaching-learning as a profoundly social process that enables children to exceed the reaches of their current developme ntal level; intersubjectivity or shared understanding as a basis for c ollaborative activity; and activity settings as social contexts for dy namic teaching and assessment. Examples of responsive teaching practic e in early childhood classrooms are provided.