Vygotskian social-constructivist framework: mediated learning within the zone of proximal development guides preschool mathematical learning¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article adopts Vygotsky's social-constructivist theory, in which "learning is more likely to occur if adults or older children mediate young children's learning experiences." Learning happens in the zone of proximal development, the distance between independent and "maximally assisted" problem-solving. The teacher provides scaffold assistance, continually modifying tasks to give appropriate challenge and adjusting support to fit the child's performance level. Laura applies this by planning materials and interactions within each child's ZPD for correspondence, classification, and seriation.

Design Implications¶

Context¶

Requirements¶

• Adults or more-competent peers mediate children's learning experiences
• Scaffold assistance with continual modification of task challenge

Constraints¶

• The article notes manipulative materials used randomly and in isolation may not help children grasp the concepts they are built on

Target Learners¶

• preschool children

Target Learning Objectives¶

• fundamental mathematical concepts: one-to-one correspondence, classification, seriation

Claims¶

• Free Play Reveals Behavioral Math Knowledge [+M]
• Guided Matching And Peer Scaffolding Build Correspondence [+M]

Related Theories¶

• Zone of Proximal Development: tasks a child cannot yet do alone but can do with help
• Zone of Proximal Development as an assessment and instruction tool

Examples¶

• Use scaffolding techniques to help students complete tasks within their zones of proximal development
• Online knowledge-building trajectory built on two tools and two processes

Key Sources¶

• Kirova, Anna; Bhargava, Ambika. (2002). Learning To Guide Preschool Children's Mathematical Understanding: A Teacher's Professional Growth. Early Childhood Research & Practice. http://ecrp.uiuc.edu/v4n1/kirova.html