Zone Theory of Child Development - Discourses on Learning in Education

Focus

Understanding and manipulating learning environments to channel learner development

Principal Metaphors

Knowledge is … a territory/area/domain/field (typically involving challenge)
Knowing is … attaining a goal
Learner is … agent on a trajectory (in a social setting)
Learning is … development
Teaching is … promoter (of action)

Originated

1990s

Synopsis

Zone Theory of Child Development claims to build on Socio-Cultural Theory – specifically the notion of zone of proximal development (ZPD), which is based on the realization that a learner in the presence of an expert is often able to do more than a learner working unaided. One’s ZPD encompasses those developmental possibilities that are within reach, with guidance. Zone Theory of Child Development adds two additional zones:

Zone of Free Movement (ZFM) – signals what the learning environment allows, and it encompasses environmental conditions that enable or constrain actions and access
Zone of Promoted Action (ZPA) – signals what the teacher promotes, and it encompasses teacher-intended actions and interactions to encourage specific types of learning.

The entwining of the ZFM and ZPA is seen to channel learner development.

Commentary

Zone Theory of Child Development follows a minor trend in education to name “zones” that ostensibly define possibilities for learning and personal development. Other examples (listed chronologically by publication dates) include:

Circle of Influence / Circle of Concern (Stephen Covey, 1980s) – a model comprising one circle nested in another, intended to afford insight into where one should focus one’s energy for maximum effectiveness:
- Circle of Concern (Stephen Covey, 1980s) – the outer circle, which includes everything one cares about but cannot directly control (e.g., others’ actions, politics, climate change). Worrying about such matters drains energy. Proposed subcategories include:
  - Circle of Adapt (Circle of Acceptance) (unknown origin) – a region that is sometimes placed within the Circle of Concern (and around the Circle of Influence; see below) representing things one cannot control but can choose to adapt to or accept (e.g., others’ behavior or external circumstances). The category encourages resilience and flexibility in response to what one cannot change.
- Circle of Influence (Stephen Covey, 1980s) – the inner circle. which contains what one can directly impact (e.g., one’s beliefs, relationships, and behaviors). Focusing on this circle increases one’s influence over time. Proposed subcategories include:
  - Circle of Control (unknown origin) – a region that is sometimes nested within the Circle of Influence, signifying everything over which one has complete control (e.g., one’s thoughts, choices, and reactions). The category highlights one’s most direct areas of influence, emphasizing personal responsibility.
Learning Zone Model (Tom Senninger, 1990s) – a three-tiered model, often presented as nested regions, that locates the optimal place for learning (the Learning Zone) between a low-risk Comfort Zone and a high-risk Fear Zone:
- Comfort Zone – the space of the familiar, associated with routine, safety, low risk, freedom from judgment, relaxation, and rejuvenation – but also limited reward
- Learning Zone (Growth Zone) – the space of productive novelty, associated with curiosity, manageable problems/challenges, experimentation, new skills, and deeper insights
- Fear Zone (Panic Zone) – the space of debilitating novelty, associated with likely failure, trauma, stress, and emotional overload
Affect-Related Performance Zones (IAPZs) (Michael B. Johnson, 2000s) – the ranges of emotions (e.g., arousal, enjoyment) within which one is likely to perform at optimal, moderate, or poor levels. Associated constructs include:
- Zone of Optimal Functioning (ZOF; Zone of Individual Optimal Functioning, ZIOF) – the range of physiological arousal associated with peak attentiveness, learning, and performance
- Zone of Potentiality (ZOP) – the range of one’s possible learning in relation to a specific competence or discipline

While proponents assert that Zone Theory of Child Development is based on and aligned with Socio-Cultural Theory, in fact references to learning within the theory are almost entirely articulated in terms of the Attainment Metaphor. In other words, the theory can be interpreted as a formalization of a common-sense metaphor, rather than an elaboration of a well-researched theory of learning. A result is a mishmash of metaphors for knowledge, learning, and teaching – some of them arguably incompatible.

Authors and/or Prominent Influences

Jean Valsiner

Status as a Theory of Learning

Zone Theory of Child Development is not a theory of learning.

Status as a Theory of Teaching

Zone Theory of Child Development represents an attempt to translate Socio-Cultural Theory into a model that informs teaching, by combining two “zones” over which educators can have direct control to a zone over which they can have only indirect influence.

Status as a Scientific Theory

Because of the manner in which it uncritically blends Folk Theories with Socio-Cultural Theory, Zone Theory of Child Development does not meet our criteria for a scientific theory. The perspective is associated with some empirical evidence – but, arguably, that evidence is better interpreted using Socio-Cultural Theory alone.

Subdiscourses:

Affect-Related Performance Zones
Circle of Adapt (Circle of Acceptance)
Circle of Concern
Circle of Control
Circle of Influence
Comfort Zone
Fear Zone (Panic Zone)
Learning Zone (Growth Zone)
Learning Zone Model
Zone of Free Movement (ZFM)
Zone of Optimal Functioning (ZOF; Zone of Individual Optimal Functioning, ZIOF)
Zone of Potentiality (ZOP)
Zone of Promoted Action (ZPA)

Map Location

Please cite this article as:
Davis, B., & Francis, K. (2024). “Zone Theory of Child Development” in Discourses on Learning in Education. https://learningdiscourses.com.

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