According to Vygotsky, what should teachers aim to do within a student's Zone of Proximal Development (ZPD)?

Teachers should aim to facilitate guided learning experiences within a student's Zone of Proximal Development (ZPD) because this approach encourages the optimal balance of support and challenge. The ZPD represents the range of tasks that a student can perform with guidance but not yet independently. By providing appropriate assistance, teachers help students engage with concepts that are just beyond their current understanding, which fosters cognitive development and encourages students to extend their skills.

Guided learning within the ZPD promotes collaboration and interaction, allowing teachers to scaffold students' learning. This process helps students build on their existing knowledge while gradually increasing their ability to work independently. Effective scaffolding involves offering just enough support to help the student progress without overwhelming them or taking away their opportunity to practice problem-solving and critical thinking skills.

In contrast, other options focus on less effective practices. For instance, challenging students beyond their capabilities may lead to frustration rather than learning. Working solely on past knowledge can stagnate a student's growth, and providing excessive assistance can undermine their ability to develop autonomy and self-regulation in learning. Therefore, the most effective strategy aligns with facilitating guided learning experiences that recognize and work within the ZPD.