Ade Dwi Utami, Anita Yus
This paper discusses the different interpretations of Vygotsky’s concept of the zone of proximal development that are available in the literature and investigates the contributions of the concept within the context of children’s learning through play. The aim of this paper is to locate the relevant literature and examine how the concept of the zone of proximal development is used to interpret children’s learning through play. A reinterpretation of the zone of proximal development in the context of the play setting is proposed in order to contribute to the development of play pedagogical practices. It is argued in this paper that the concept of the zone of proximal development can be reinterpreted to seek new understanding of children’s learning in a play context. This paper proposes that the zone of proximal development as a theoretical concept and as a practical diagnostic method are key to interpreting play as the ideal learning tool for children’s development by reconceptualizing the interpretation of the zone of proximal development. This reinterpretation contributes to a new way to understand the relation between development and teaching/learning and, therefore, also helps teachers to position themselves in children’s learning. © 2025 NAECTE.
Faculty of Education, Universitas Negeri Jakarta, Jakarta, Indonesia; SEAMEO-CECCEP, Jakarta, Indonesia; Faculty of Education, Universitas Negeri Medan, Sumatera Utara, Indonesia
