"Vygotsky's Principle "One Step in Learning - One Hundred Steps In Development
From Idea To Practice
Bibliographic Data
| ID | 12944715 |
|---|---|
| Authors | V K Zaretsky (0000-0002-8831-6127, Moscow State University of Psychology & Education, corresponding author) |
| Year | 2016 |
| Volume | 12 |
| Issue | 3 |
| Pages | 149-188 |
| Publication date | 2016-11-13 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Cultural-Historical Psychology (JOURNAL) |
| Journal identifiers | ISSN: 1816-5435 • E-ISSN: 2224-8935 |
| Publisher | Moscow State University of Psychology and Education (PUBLISHER • RU) |
| DOI | 10.17759/chp.2016120309 |
| OpenAlex | W2567709921 |
| Language | EN |
| Citations received | 8 |
| References cited | 8 |
The article reviews Lev Vygotsky’s published works to trace the evolution of his understanding of child development. The authors believe that his assumption that one step in learning may mean one hundred steps in development, is as important as the two other key postulates of the cultural-historical theory: the principle that learning precedes development and the concept of zone of proximal development. The authors provide a rationale for utilization of these assumptions in the practice of development-facilitating psychological and educational assistance. A mechanism of this learning-development relationship is hypothesized. The article outlines a multidimensional model of the zone of proximal development illustrating the above mechanism. This model is one of the conceptual tools of the Reflection and Activity Approach helping children overcome learning difficulties and promoting their development. Having given the account of how they proceeded “from the idea to the problem” and “from the idea to the mechanism”, the authors provide case studies showing how this mechanism allows working with learning difficulties to trigger simultaneous improvement in multiple developmental dimensions. The article reports on the experience of running special Summer Schools for children with learning difficulties, implementing the “Chess for General Development” Project, and assisting orphaned children with severe somatic conditions. A case study of a female college student displaying signs of the learned helplessness syndrome is presented. The authors infer that Vygotsky’s idea of a specific relationship between learning and development may be of fundamental theoretical and practical value, especially for working with children with special needs
Cognitive psychology · Cognitive science · Concept learning · Development (topology · Developmental psychology · Epistemology · Learning theory · Mathematics education · Mechanism (biology · Value (mathematics · Zone of proximal development · Computer Science · Educational and Psychological Assessments · Educational Methods and Teacher Development · Psychology · Psychology of Development and Education
Toward the construction of educational practices grounded in the conceptual system of Cultural‐Historical Psychology
Situation and Vector Analysis of Cognitive and Personality Development of Students in the Process of Overcoming Learning Difficulties
The Development of the Principles of Cultural-Historical Theory in Special Education and Psychology
One More Time on the Zone of Proximal Development
Attitude to Support the Child's Subjective Position and Posttraumatic Growth in Parents of Children with Disabilities
The safety of childhood as a fundamental issue of developing preschool education
Years of the Development of Cultural-Historical Psychology
Relationship between Education, Development & Health from Cultural-Historical Perspective
| Unique citing works | 8 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2020 - 2025 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 8 |