Bandwidths of competence: The role of supportive contexts in learning and development

Brown, Ann L.; Reeve, Robert A.

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https://hdl.handle.net/2142/31279 Copy

Description

Title

Bandwidths of competence: The role of supportive contexts in learning and development

Author(s)

• Brown, Ann L.
• Reeve, Robert A.

Issue Date

1985-06

Keyword(s)

• learning
• development
• Vygotskian perspective
• bandwidth of competence
• zone of proximal development
• cognition

Abstract

"In this paper we examine the relationship between learning and development from a Vygotskian perspective. While many contemporary developmental theorists have avoided taking a stand on this controversial relationship, we believe that the notion of ""bandwidth of competence, or Vygotsky's ""zone of proximal development,"" provides a useful framework for considering the relationship between learning and development. A basic theme of this paper concerns the concept of bandwidth of competence created by contexts which vary in degree of support for cognitive activity. We suggest that these contexts can be overtly social, as in the case of adult or peer assistance, or covertly social in the case of responding to an imagined or internalized audience. We also contend that children create their own zones of competence by working recursively on their own theories of cognition. Finally, we stress the importance of studying processes of change in children's thinking by observing cognition over time."

Publisher

• Champaign, Ill. : University of Illinois at Urbana-Champaign, Center for the Study of Reading.
• Cambridge, Mass. : Bolt Beranek and Newman, Inc.

Series/Report Name or Number

Center for the Study of Reading Technical Report ; no. 336

Type of Resource

text

Language

eng

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http://hdl.handle.net/2142/31279

Copyright and License Information

Copyright 1985 Board of Trustees University of Illinois

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