Research Progress On The Zone Of Proximal Development Theory And Its Application In Early Childhood Developmental Assessment

The developmental assessment of children from the perspective of social constructivism focuses on the development process and is carried out in the form of qualitative assessment,which is an effective supplement to the current quantitative assessment of children.The zone of proximal development theory focuses on the process development and development potential of children,and is an important theoretical basis for the assessment of early childhood development.The research and introduction of the zone of proximal development theory in China is still stagnant at the end of the last century,especially the lack of necessary sorting out of the foreign research progress represented by Russia in recent years.Therefore,reviewing the research progress of the theory of the zone of proximal development by foreign scholars,especially in Russia,can not only promote the in-depth study of the theory of the zone of proximal development in my country,but also further enrich and supplement the practice of early childhood developmental assessment.Based on Marxist materialist dialectics and sociocultural historical theory,the research first sorts out the research focus of the zone of proximal development theory through historical research and theoretical research methods,and finds that the theoretical research on the zone of proximal development focuses on: differentiation and emotional connection with scaffolding,the interpretation of the connotation of the angle,the guiding role of teachers and tools,especially the multi-vector model of the zone of proximal development proposed by Russian scholars has enlightening effect on the assessment of children’s development;on this basis,the typical cases of the activities of the zone of proximal development in foreign literature are analyzed.The first 4 cases provide assessment methods and strategies in the interaction between teachers and children in the proximal development zone from the aspects of two-way interaction,emotional connection,cultural attributes of tools and different types of support from teachers;the fifth case presents the assessment idea of development as a whole.Finally,combined with the reality of our country,this paper summarizes the enlightenment of the theoretical research on the zone of proximal development and the practical application of early childhood developmental assessment in China,and provides teachers with the starting point and specific strategies for early childhood developmental assessment.By combing and analyzing foreign research progress and typical practice cases,this study combined with Chinese actual situation,and obtained enlightenment from two aspects.Implications from the theoretical research level of the zone of proximal development are as follows: to increase the research perspective of the "multi-vector model" of the proximal development theory;to deepen the research on the two-way interaction in the activities of the zone of proximal development;to emphasize the research on trust and the construction of the zone of proximal development;to strengthen research on different types of support for teachers’ activities in the area of proximal development.The enlightenment for Chinese teachers in the practice and application of early childhood developmental evaluation is as follows: in terms of assessment content,changing the focus on assessment in specific areas of children;in assessment method,using various types of support to evaluate in the real situation of teacher-child interaction;in terms of appraisal view,paying attention to the linkage effect and integrity of early childhood development.