En deçà de la zone proximale de développement (ZPD): l’apport de la «défectologie moderne» aux pédagogies scolaires

Abstract

The zone of proximal development (ZPD) has been defined as the distance between the actual developmental level as determined by independent problem solving and the level of potential development
as determined through problem solving under adult guidance, or in collaboration with more capable peers. Modern pedagogies and didactics have to reserve more attention to the study of the influencing factors of the emergency of ZPD within the context of home, school, and community in order to effectively apply the ecological paradigma on the study of the development of developmentally disabled pupils and in pedagogical and didactical praxis.