<P> The zone of proximal development, often abbreviated as ZPD, is the difference between what a learner can do without help, and what they can't do . The concept was introduced, but not fully developed, by psychologist Lev Vygotsky (1896--1934) during the last ten years of his life . Vygotsky stated that a child follows an adult's example and gradually develops the ability to do certain tasks without help . Vygotsky and some other educators believe that the role of education is to give children experiences that are within their zones of proximal development, thereby encouraging and advancing their individual learning such as skills and strategies . </P> <P> The concept of the zone of proximal development was originally developed by Vygotsky to argue against the use of academic, knowledge - based tests as a means to gauge students' intelligence . He also created ZPD to further develop Jean Piaget's theory of children being lone learners . Vygotsky spent a lot of time studying the impact of school instruction on children and noted that children grasp language concepts quite naturally, but that maths and writing don't come naturally, that these are concepts taught in schools and tend to come along with some difficulty, while Piaget believed that there was a clear distinction between development and teaching . He said that development is a spontaneous process that is initiated and completed by the children, stemming from their own efforts . Piaget was a proponent of independent thinking and critical of the standard teacher - led instruction that was common practice in schools . </P> <P> Alternatively, Vygotsky saw natural, spontaneous development as important, but not all - important . He believed that children would not advance very far if they were left to discover everything on their own . It's crucial for a child's development that they are able to interact with more knowledgeable others . They would not be able to expand on what they know if this wasn't possible . He noted cultural experiences where children are greatly helped by knowledge and tools handed down from previous generations . Vygotsky noted that good teachers shouldn't present material that is too difficult and "pull the students along ." </P> <P> Vygotsky argued that, rather than examining what a student knows to determine intelligence, it is better to examine their ability to solve problems independently and ability to solve problems with an adult's help . He proposed a question: "if two children perform the same on a test, are their levels of development the same?" He concluded that they were not . However, Vygotsky's untimely death interrupted his work on the zone of proximal development, and it remained mostly incomplete . </P>

How does guided participation increase a child's zone of proximal development