Book contents
- Frontmatter
- Contents
- List of Contributors
- Series Foreword
- Introduction: Sociocultural Theory and Education: Students, Teachers, and Knowledge
- PART I CONCEPTS AND PARADIGMS
- 1 Psychological Tools and Mediated Learning
- 2 The Zone of Proximal Development in Vygotsky's Analysis of Learning and Instruction
- 3 Vygotsky's Doctrine of Scientific Concepts
- 4 Some Cognitive Tools of Literacy
- 5 Dynamic Assessment of the Evolving Cognitive Functions in Children
- PART II DEVELOPMENT AND LEARNING
- PART III SOCIOCULTURAL THEORY APPLICATION IN THE CLASSROOM
- PART IV DIVERSE LEARNERS AND CONTEXTS OF EDUCATION
- Author Index
- Subject Index
- Titles in the series
- References
5 - Dynamic Assessment of the Evolving Cognitive Functions in Children
Published online by Cambridge University Press: 05 June 2012
Book contents
- Frontmatter
- Contents
- List of Contributors
- Series Foreword
- Introduction: Sociocultural Theory and Education: Students, Teachers, and Knowledge
- PART I CONCEPTS AND PARADIGMS
- 1 Psychological Tools and Mediated Learning
- 2 The Zone of Proximal Development in Vygotsky's Analysis of Learning and Instruction
- 3 Vygotsky's Doctrine of Scientific Concepts
- 4 Some Cognitive Tools of Literacy
- 5 Dynamic Assessment of the Evolving Cognitive Functions in Children
- PART II DEVELOPMENT AND LEARNING
- PART III SOCIOCULTURAL THEORY APPLICATION IN THE CLASSROOM
- PART IV DIVERSE LEARNERS AND CONTEXTS OF EDUCATION
- Author Index
- Subject Index
- Titles in the series
- References
Summary
This chapter presents an application of Vygotsky's idea of the zone of proximal development (ZPD) as a basis for dynamic assessment (DA) of learning in children with typical and atypical development. After a discussion of the idea of ZPD and an overview of dynamic assessment, the chapter describes a specific DA procedure relevant for use with young children with two case studies of the application of this procedure.
Dynamic assessment is an approach to understanding individual differences and their implications for instruction that embeds intervention within the assessment procedure. The focus of most dynamic assessment procedures is on the processes rather than the products of learning. The dynamic, compared to static, nature of this approach reflects Vygotsky's observation that “it is only in movement that a body shows what it is” (Gauvain, 2001, p. 35). Moving pictures lead to very different impressions than still photographs.
DA was born of widespread dissatisfaction with traditional (product-oriented, static) means of psychological testing, as well as the social need to create psychological instruments that were culturally sensitive and responsive to the factors of socioeconomic and/or educational differences and deprivation as well as new language acquisition (Haywood & Tzuriel, 1992; Lidz, 1987; Lidz & Elliott, 2000). In this way DA has both psychoeducational and sociocultural significance.
VYGOTSKY'S CONCEPTUALIZATION OF THE ZPD AS A BASIS FOR DYNAMIC ASSESSMENT
Parents and teachers have frequently observed that with the appropriate help and in collaboration with a more experienced partner, a child is capable of more advanced performance than when functioning independently.
- Type
- Chapter
- Information
- Vygotsky's Educational Theory in Cultural Context , pp. 99 - 116Publisher: Cambridge University PressPrint publication year: 2003
References
Aranov, Z. (1999). Validity and reliability of the ACFS Behavior Observation Scale. ERIC Document TM 030602
Belopolskaya, N. L., & Grebennikova, N. V. (1997). Neuropsychology and psychological diagnosis of abnormal development. In E. L. Grigorenko, P. M. Ruzgis, & R. J. Sternberg (Eds.), Russian psychology: Past, present, and future (pp. 155–179). Commack, NY: Nova Academic Press
, & (1992). Differentsial'no-psikhologicheskaia diagnostika deteei s intellektual'noi nedastatochnost'iu [Differential psychological diagnostics of children with cognitive deficiency]. Psikhologichesky Zhurnal, 4, 88–97Google Scholar
Benssousan, Y. (2002). The effectiveness of mediation on three subtests of the Application of Cognitive Functions Scale, a dynamic assessment procedure for young children. Unpublished masters thesis, Touro College, New York
Bodrova, E., & Leong, D. J. (1996). Tools of the mind: The Vygotskian approach to early childhood education. Columbus, OH: Merrill
Brooks, N. D. (1997). An exploratory study into the cognitive modifiability of pre-school children using dynamic assessment. Unpublished masters thesis, University of Newcastle-Upon-Tyne, Newcastle, England
Campione, J. C. & Brown, A. L. (1987). Linking dynamic assessment with school achievement. In C. S. Lidz (Ed.), Dynamic assessment: An interactional approach to evaluating learning potential (pp. 82–113). New York: Guilford
(1995). The influence of L. S. Vygotsky on education theory, research, and practice. Educational Researcher, 24 (3), 12–21CrossRefGoogle Scholar
Elkonin, D. (1977). Toward the problem of stages in the mental development of the child. In M. Cole (Ed.), Soviet developmental psychology. White Plains, NY: M. E. Sharpe
Feuerstein, R., & Gross, S. (1997). The learning potential assessment device. In Flanagan, D., Genshaft, J., & Harrison, P. (Eds.), Contemporary intellectual assessment: Theories, tests, and issues. New York: The Guilford Press
Feuerstein, R., Rand, Y., Hoffman, N., & Miller, R. (1980). Instrumental enrichment: An intervention program for cognitive modifiability. Baltimore: University Park Press
Galperin, P. Y. (1969). Stages in the development of mental acts. In M. Cole & I. Maltzman (Eds.), A handbook of contemporary Soviet psychology (pp. 34–61). New York: Basic Books
Gauvain, M. (2001). The social context of cognitive development. New York: Guilford
Gindis, B. (1986). Special education in the Soviet Union: Problems and perspectives. Journal of Special Education, 20(3), 375–383CrossRef
Gindis, B. (1988). Children with mental retardation in the Soviet Union. Mental Retardation, 26(6), 381–384
(1992). Successful theories and practices from Russia: Can they be adopted in the United States? AAMR News & Notes, 5 (6), 2–4Google Scholar
Grigorenko, E. L., Ruzgis, R. M., & Sternberg, R. J. (Eds.) (1997). Russian psychology: Past, present, and future (pp. 155–179). Commack, NY: Nova Academic Press
Haywood, H. C., & Tzuriel, D. (1992). Interactive assessment. New York: Springer-Verlag
Hogan, K., & Pressley, M. (Eds.) (1997). Scaffolding student learning: Instructional approaches and issues. Cambridge, MA: Brookline Books
Ivanova, A. Y. (1976). Obuchaemost kak printsip otsenki ymstvennogo pazvitia u detei [Learning ability as an approach to the assessment of the child's intellectual development]. Moscow: Pedagogika, Moscow State University
(1990). Obuchaemost kak characteristika umstvennogo razvitia [Learning aptitude as an indicator of cognitive development]. Psikhologia, 14 (2), 3–16Google Scholar
Karpov, Y. V., & Gindis, B. (2000). Dynamic assessment of the level of internalization of elementary school children's problem solving activity. In C. S. Lidz & J. G. Elliott (Eds.), Dynamic Assessment: Prevailing models and applications (pp. 133–154). Amsterdam: Elsevier Science
Kozulin, A. (1998). Psychological tools: A sociocultural approach to education. Cambridge, MA: Harvard University Press
, & (1995). Mediated learning experience and psychological tools: Vygotsky's and Feuerstein's perspectives in a study of student learning. Educational Psychologist, 30(2), 67–76CrossRefGoogle Scholar
Lebedinsky, V. V. (1985). Narushchenia v psikhicheskom razvitii u detei [Disorders in Children's Psychological Development]. Moscow: MGU Press
Levy, C. (1999). The discriminant validity of the Application of Cognitive Functions Scale (ACFS): A performance comparison between typically developing and special needs preschool children. Unpublished masters thesis, Touro College, New York
Lidz, C. S. (1987). Historical perspectives. In C. S. Lidz (Ed.), Dynamic assessment: An interactional approach to evaluating learning potential (pp. 3–34). New York: Guilford
Lidz, C. S. (1991). Practitioner's guide to dynamic assessment. New York: Guilford
(1995). Dynamic assessment and the legacy of L. S. Vygotsky. School Psychology International, 16, 143–153CrossRefGoogle Scholar
Lidz, C. S. (1997). Dynamic assessment approaches. In D. P. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 281–296). New York: Guilford
Lidz, C. S. (2000). The Application of Cognitive Functions Scale (ACFS): An example of curriculum-based dynamic assessment. In C. S. Lidz & J. G. Elliott (Eds.), Dynamic assessment: Prevailing models and applications (pp. 407–439). Amsterdam: Elsevier Science
(2002). Mediated Learning Experience (MLE) as a basis for an alternative approach to assessment. School Psychology International, 23(1), 68–84CrossRefGoogle Scholar
Lidz, C. S. (2003). Early childhood assessment. New York: Wiley
Lidz, C. S. (submitted). Successful application of a dynamic assessment procedure with young deaf students between the ages of four through eight
Lidz, C., & Elliott, J. (Eds.) (2000). Dynamic assessment: Prevailing models and applications. Amsterdam: Elsevier Science
Lidz, C. S., & Jepsen, R. H. (2000). The Application of Cognitive Functions Scale. Unpublished manuscript. (Author: zdilsc@aol.com)
Lubovsky, V. I. (1989). Psikhologicheskie problemy diagnostiki anormalnogo razvitia detei [Psychological issues in diagnosis of children with abnormal development]. Moscow: Pedagogika Press
(1990). Psikhologicheskii Experiment v Differentcialnoi Diagnistike Umstvennoi Otstalosti [Psychological experiment in differential diagnosis of mental retardation in children]. Defectology, 6, 3–16Google Scholar
(1961). An objective approach to the study of the abnormal child. Journal of the American Orthopsychiatric Association, 31, 1–16Google Scholar
Malowitsky, M. (2002). Investigation of the effectiveness of the mediation portion of two subtests of the Application of Cognitive Functions Scale, a dynamic assessment procedure for young children. Unpublished masters thesis, Touro College, New York
McCagg, W. O., & Siegelbaum, L. (Eds.) (1989). The disabled in the Soviet Union. Pittsburgh: University of Pittsburgh Press
Minick, N. (1987). Implications of Vygotsky's theories for dynamic assessment. In C. S. Lidz (Ed.), Dynamic assessment: An interactional approach to evaluating learning potential (pp. 116–140). New York: Guilford
Shurin, R. (1998). Validity and reliability of the Application of Cognitive Functions Scale with preschool children with disabilities. ERIC Document TM 030312
Smith-Davis, J. (2000). People with disabilities in Russia: Progress and prospects. In: Keith, K. & Schalock, R. (Eds.), Cross-cultural perspectives on quality of life. Washington, DC: AAMR
Sternberg, R. J., & Grigorenko, E. L. (2002). Dynamic testing: The nature and measurement of learning potential. New York: Cambridge University Press
Strebeleva, E. A. (2000). Rannyia diagnostika umstvennoi otstalosti (Vol. 2, pp. 2–11) [Procedures for early diagnosis of mental retardation]. Moscow: Institute of Corrective Pedagogy, Almanah. Available at:www.ise.iip.net/almanah/2/st09.htm
Tharp, R. G. & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. New York: Cambridge University Press
Tzuriel, D. (2001). Dynamic assessment of young children. New York: Kluwer Academic/Plenum Publishers
van der Veer, R., & Valsiner, J. (1991). Understanding Vygotsky: A quest for synthesis. Oxford: Basil Blackwell
(1988). The origin and development of cognitive abilities in preschool children. International Journal of Behavioral Development, 11(2), 147–153CrossRefGoogle Scholar
Vlasova, T. A. (1984). Otbor detei v vspomogatelny shkolu [Screening children for special schools]. Moscow: Pedagogika
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press
Vygotsky, L. S. (1987) The collected works of L. S. Vygotsky. Vol. 1. Problems of General Psychology (R. W. Rieber & A. S. Carton, Eds.; N. Minick, Trans.). New York: Plenum Press
Vygotsky, L. S. (1997). The collected works of L. S. Vygotsky. Vol. 4. The history of the development of higher mental functions (M. Hall, Trans.; R. W. Rieber, Ed.). New York: Plenum Press
Vygotsky, L. S. (1998) The collected works of L. S. Vygotsky. Vol. 5. Child psychology. (R. W. Rieber, Eds.). New York: Plenum Press
Zaporozhets, A. V., & Elkonin, D. B. (Eds.) (1971). The psychology of preschool children. Cambridge, MA: MIT Press
- 62
- Cited by