The zone of proximal development (ZPD) is a concept in educational psychology that was developed by Soviet psychologist and social constructivist Lev Vygotsky. It refers to the space between what a learner is capable of doing unsupported and what the learner cannot do even with support. The ZPD is essentially the range of tasks that a person cant complete independently but can accomplish with support. It represents the tasks that are beyond the learner’s current abilities but are attainable with the help and guidance of a more knowledgeable other (MKO), such as a teacher or peer. The goal of instruction is to foster the learners autonomy and their ability to engage in activities that enable them to apply and modify what they have learned to new situations.

The ZPD is an area of learning that occurs when a person is assisted by a teacher or peer with a higher skill set. The person learning the skill set cannot complete it without the assistance of the teacher or peer. The teacher then helps the student attain the skill the student is trying to master, until the teacher is no longer needed for that task. To learn, we must be presented with tasks just out of our ability range. Challenging tasks promote maximum cognitive growth. The ZPD is the zone where instruction is the most beneficial, as it is when the task is just beyond the individual’s capabilities.

In summary, the ZPD is the difference between what a learner can do without help and what they can achieve with guidance and encouragement from a more knowledgeable other. It is an area of learning that occurs when a person is assisted by a teacher or peer with a higher skill set. The goal of instruction is to foster the learners autonomy and their ability to apply and modify what they have learned to new situations.