ZPD, Mediation,

Scaffolding,
Learning…
How do they relate?
Claudia M. Pagliaro, Ph.D.
Michigan State University
CEP 859 - PILI
Summer, 2010
3 Levels of Learning
„ Level 1: Concrete
(primary)

„ Level 2: Communication
(secondary)

„ Level 3: Inner/Self thought

(secondary)
Schemata
„ An organization of related concepts (schema)
connected by properties
„ Personal
„ Changing
„ Assimilation
„ Accommodation
„ Function:
„ Integrates existing knowledge
„ Tool for future learning
„ Makes understanding possible
Constructivism Philosophy
„ Knowledge consists of schemata or past
constructions built through assimilation and
accommodation
„ Learning is a process of invention,
integration, and manipulation – NOT
accumulation
„ Active cognitive involvement
„ Problem solving
„ Connection
„ Reasoning
„ Communication/Reflection
 The Vygotskian Perspective

„ Zone of Proximal Development

„ Mediation
„ Inner speech
„ Internalization
 Zone of Proximal Development
(ZPD)

„ The difference between what

students can accomplish
independently and what they can
achieve in conjunction or
collaboration with another, more
competent person (adult or peer).

Dixon-Krauss (1996) pp. 14-15

 Zone of Proximal Development
es sary to
ti on nec
of m edia arning.
nt le
Amou he child in
tt
assis

“Place” at which the “Place” at which the

child is independent child is incapable of
in their learning. learning despite
extensive mediation.
Zone of Proximal Development

Without mediation, a child will learn quickly at the concrete stage

of learning,
Zone of Proximal Development

Without mediation, a child will learn quickly at the concrete stage

of learning, but will slow down as concepts become more
complex and more abstract.
Zone of Proximal Development

Without mediation, a child will learn quickly at the concrete stage

of learning, but will slow down as concepts become more
complex and more abstract. Eventually, gaps in the child’s
understanding will occur
Zone of Proximal Development

Without mediation, a child will learn quickly at the concrete stage

of learning, but will slow down as concepts become more
complex and more abstract. Eventually, gaps in the child’s
understanding will occur and because of those gaps, barriers to
learning will become present.
Zone of Proximal Development

The child will then have to ‘go back’ cognitively (alone or with a
mediating adult) to try to fill in those gaps
Zone of Proximal Development

The child will then have to ‘go back’ cognitively (alone or with a
mediating adult) to try to fill in those gaps and if successful,
remove the learning barrier.

This may, however, cause the child to be delayed in his/her learning.

Zone of Proximal Development

Eventually, however, more gaps will occur along with more

barriers that are more difficult to surmount.
Zone of Proximal Development
Zone of Proximal Development

With a mediating adult (parent or teacher), however, the child’s

learning can be monitored and guided.
Zone of Proximal Development

The mediating adult, however, must be careful not to mediate too

far above the child’s ability. If so, there is still a risk of gaps and
barriers forming.
Zone of Proximal Development

If, however, the mediating adult remains just ahead of the child’s
independent knowledge, guiding the child to learn more
challenging concepts and modifying his/her mediation according
to the child’s needs, the child will continue to learn and create a
strong foundation for future concepts.
 Three Types of Mediation
• Creating Learning Environments
(Intentionality/Reciprocity)
– Encourage engagement with the environment
• Ex. Initiating communication, responding, focusing attention

• Connecting Learning Environments

(Transcendence/Meaning)
– Make connections; demonstrate curiosity
• Ex. Questioning, explaining, comparing, referring to time

• Creating Lifelong Learners

(Competence/Regulation of Behavior)
– Encourage self-control & self-esteem; reinforce positive
learning behaviors; deter impulsivity
• Ex. Planning, praising, prudency
Feuerstein & Rand,1997
Zone of Proximal Development
(ZPD)

Internalization
? ?
? ? ? ?
ZPD ? Potential
? ? ? ?
? ? development
?
?

Mediation

Actual
development
Developed by: Garate, 2002
 Semiotic Mediation
„ Refers to the adult’s shifts in language that provide
L responses or directives to the child
e „ These directives guide the child in creating
v understanding of the task and figuring out how to
e solve the learning problem at hand.
l
„ As the learning activity proceeds and the child gains
more control, the adult’s responses move from very

2
explicit directives to hints and suggestions.

„ Finally, the child is able to perform the learning task

independently without any adult support.
Dixon-Krauss (1996) p. 15
 Scaffolding
„ The teacher (or adult) structures a
learning task and provides directives
and clues. The child actively participates
in a learning task with guidance and
support from the teacher.

„ As the child’s capacities increase, the

teacher (or adult) reduces her directives
and support – moving the child along
within the ZPD
Dixon-Krauss (1996) p. 19
Zone of Proximal Development
(ZPD)

Internalization
? ?
? ? ? ?
ZPD ? Potential
? ? ? ?
? ? development
?
?

Mediation

Actual
development
Developed by: Garate, 2002
GOAL???

Assessment

Match? Match?

Reflection Match?
Instruction
 Internalization
„ The progressive transfer from external
social activity mediated by signs (i.e.,
symbols) to internal control.

„ Otherwise known as…

Dixon-Krauss (1996) p. 10
 Inner “Speech”
„ The soundless language of thought
L
e
v „ The psychological tool for
e structuring and controlling thinking
l as well as mentally regulating
actions

3 „ Self thought; internal mediation

Dixon-Krauss (1996) p. 11
A Quote from Vygotsky …
“What the child can do in
cooperation today he can do alone
tomorrow. Therefore the only good
kind of instruction is that which
marches ahead of development and
leads it...”
Questions???

Young Sparty
So…
 What factors
related to d/hh children
may impede or assist in
determining or putting into
action these ideas?
What factors related to d/hh children may
impede or assist in determining or putting
into action these ideas?

„ Language
„ Child, parents, peers, teachers, other
adults
„ Impact on language acquisition (L1 and L2)
„ Impact on mediation
„ Impact on learning (level 2 … and 3)
„ Assessments – formal and informal
„ Validity
„ Reliability
„ Assessor/administrator
What factors related to d/hh children may
impede or assist in determining or putting
into action these ideas?

„ Environment & Experience

„ Contextual issues
„ Incidental learning opportunities
„ Cultural commonalities (nursery rhymes or
songs, movies, etc.)
„ Protective parents
„ Extra-curricular participation
„ Direct and indirect
What factors related to d/hh children may
impede or assist in determining or putting
into action these ideas?

„ Inconsistent levels of development

„ Gaps in knowledge
„ Process only learning (e.g., learning how to
multiply, not the concept of multiplication)
„ High content area, low reading levels (e.g.,
8th grade science concepts; 3rd grade
reading level)
 So…

Why are ZPD, mediation,

and scaffolding such
important concepts in the
education of d/hh students?
Why are ZPD, mediation, and scaffolding
such important concepts in the education
of d/hh students?

„ Because d/hh students are NOT hearing kids

who simply cannot hear, they should not be
instructed as such.
„ D/HH students come to us with their own
unique language, experiences, knowledge,
etc., making ZPD so crucial (individualized
instruction) and perhaps
mediation/scaffolding so difficult, but
necessary
Questions???

Young Sparty