Article verified by the Tequesta pedagogical team, based on daily work with children aged 1.5–6 years at our bilingual preschool in Warsaw.
The proximity approach, also known as the zone of proximal development (ZPD), is a concept developed by psychologist Lev Vygotsky that emphasises the importance of providing appropriate levels of support and guidance to children in their learning process. When applied to preschool education, this approach can be highly beneficial – and at Tequesta preschool, it is one of the frameworks that guides how our teachers work with children every day.
Individualised instruction
The proximity approach recognises that children have different levels of readiness and abilities. Preschool educators can use this approach to provide individualised instruction by assessing each child's current skills and knowledge and scaffolding their learning accordingly. By identifying and supporting a child's ZPD, educators can provide the right level of challenge and support to foster optimal learning and development.
Collaborative learning
The proximity approach encourages collaborative learning, where children work together in small groups or pairs. This allows children to learn from and with their peers, with more knowledgeable individuals providing guidance and support. Collaborative learning promotes social interaction, cooperation, and the development of important social and communication skills.
Peer tutoring
The proximity approach can be used to implement peer tutoring strategies in preschool education. Older or more advanced children can be paired with younger or less advanced children to provide assistance and guidance. This not only benefits the child receiving support but also enhances the understanding and knowledge of the child providing help.
Scaffolding learning experiences
Scaffolding is a key aspect of the proximity approach. Educators provide temporary support and guidance to help children accomplish tasks or solve problems that they would not be able to manage independently. As the child gains competence, the level of support is gradually reduced, allowing them to take on more responsibility and develop their skills further.
At Tequesta preschool, scaffolding is built into our daily routines. We observe that children who receive the right level of support – neither too much nor too little – develop confidence and independence significantly faster than those who are either left to struggle or over-guided by adults.
Encouraging independence
While support and guidance are important, the proximity approach also emphasises fostering independence in children. Preschool educators can gradually decrease the level of support as children become more capable, allowing them to take ownership of their learning and develop problem-solving skills and self-regulation.
Assessment and feedback
The proximity approach involves ongoing assessment and feedback to monitor children's progress and adjust instruction accordingly. Regular observation and assessment allow educators to identify each child's ZPD and provide targeted feedback to guide their learning. This helps ensure that children are appropriately challenged and supported in their development.
Why the proximity approach matters in preschool
Implementing the proximity approach in preschool education supports children's individual needs, promotes collaboration and social interaction, and helps develop important cognitive and socio-emotional skills. By providing the right level of support and guidance, educators can create an optimal learning environment that fosters children's growth and development – not by doing things for children, but by helping them do things for themselves.
FAQ – frequently asked questions
What is the zone of proximal development? The zone of proximal development (ZPD) is a concept introduced by psychologist Lev Vygotsky. It describes the space between what a child can do independently and what they can achieve with the guidance of a more knowledgeable person. It is in this zone that the most meaningful learning takes place.
How does the proximity approach differ from traditional teaching? Traditional teaching often focuses on what a child already knows. The proximity approach focuses on what a child is ready to learn next – with the right support. This makes learning more responsive to the individual child rather than to a fixed curriculum.
What does scaffolding look like in a preschool classroom? Scaffolding can take many forms – a teacher asking guiding questions instead of giving answers, breaking a task into smaller steps, pairing a child with a more experienced peer, or providing physical tools that support a task. The key is that the support is temporary and gradually withdrawn as the child gains confidence.
Can parents use the proximity approach at home? Yes – the principle applies just as well at home. Instead of doing things for your child, try doing them together while gradually stepping back. Ask questions that guide thinking rather than providing ready answers. Notice what your child can almost do independently – and support them there.
How do teachers identify a child's zone of proximal development? Through regular observation, interaction, and informal assessment. Teachers notice where a child succeeds easily, where they struggle independently but manage with support, and where a task is still out of reach. This ongoing observation informs how each child is supported day to day.
