During center time, a pre-K inclusion classroom teacher models how to use the items in the new puzzle and game center. Allison, a 4 year old, goes to the center and chooses a puzzle with four pieces. According to stages of the zone of proximal development (ZPD), which of the following is Allison's next logical step?

During center time, a pre-K inclusion classroom teacher models how to use the items in the new puzzle and game center. Allison, a 4 year old, goes to the center and chooses a puzzle with four pieces. According to stages of the zone of proximal development (ZPD), which of the following is Allison's next logical step?

• A. Spreading the puzzle pieces out on the table and following the teacher's instructions
• B. Asking the teacher to stay with her while she tries to assemble the four puzzle pieces
• C. Giving the four puzzle pieces to a classmate and moving on to try a new game
• D. Working with a classmate to assemble a puzzle consisting of nine pieces

Answer: (A)

The main idea here is how a child moves from guided help to doing things more independently within her learning zone. After the teacher models how to use items in the puzzle center, the next step for Allison is to start the puzzle by applying what she just learned. Spreading the four pieces in front of her and following the teacher’s instructions shows she’s using the demonstrated strategy and beginning to perform the task with guided support. This reflects gradual release of support toward independence. Choosing to ask the teacher to stay with her would signal a need for ongoing, explicit help rather than applying the modeled approach. A nine-piece puzzle would be too challenging at this point for a four-year-old, and giving the pieces to a classmate and moving on doesn’t engage with the center activity.

The main idea here is how a child moves from guided help to doing things more independently within her learning zone. After the teacher models how to use items in the puzzle center, the next step for Allison is to start the puzzle by applying what she just learned. Spreading the four pieces in front of her and following the teacher’s instructions shows she’s using the demonstrated strategy and beginning to perform the task with guided support. This reflects gradual release of support toward independence.

Choosing to ask the teacher to stay with her would signal a need for ongoing, explicit help rather than applying the modeled approach. A nine-piece puzzle would be too challenging at this point for a four-year-old, and giving the pieces to a classmate and moving on doesn’t engage with the center activity.