Zone of Proximal Development
- Sep 8, 2025
- 3 min read
Joanna is a Clinical Psychologist with over 25 years of experience working in the NHS and privately, and now runs a thriving private practice, Key Psychology Services, online and in-person. She is passionate about helping people make changes to both their physical and mental well-being using evidence-based approaches.
It was Lev Vygotsky who coined the term ‘Zone of Proximal Development’ (1896-1934) a long time ago! I remember learning about it in my undergraduate child development lectures. It stayed with me, and I’ve used it throughout my career, not only in my work with teenagers, as a parent of children and then teenagers, but also with teams in the workplace.
The definition is the difference between what a person can do independently and what they can achieve with the guidance of a skilled person. It started in the child psychology field but has since been applied to teenagers and the workplace.
Working with the Zone of Proximal Development across various generations helps develop and maximise individuals’ skills and beliefs about potential and ability, while being guided by a more skilled or experienced person. This could be a parent, teacher, mentor, or colleague, depending on the context.
It’s a collaborative approach and a concept within social constructivist learning theory.
1. Negative beliefs
Let’s start with negative beliefs about ‘not being good enough’ and ‘needing to ask for help’. These are the biggest blocks to people expanding their zone of proximal development. A student who thinks they don’t need extra help from a tutor or mentor to improve their grades may fail to increase their zone. Likewise, an employee may miss a promotion if they don’t accept help to improve their skills and expand their zone.
2. Collaborative working
Overcoming negative beliefs promotes collaborative working. Preparing a teenager to leave home involves some level of training in skills to help them expand their zone and live independently. A team member can only improve and develop by working collaboratively and being open to guidance from a mentor or more senior colleague.
3. Goal setting with guidance
A goal-setting approach helps to expand the zone. Reaching potential can be viewed as an ongoing process and journey. Setting up reviews of goals allows for a reflective approach to progress, with any obstacles identified to support expansion. The opposite is contraction, whereby a lack of motivation or drive can influence potential.
4. Confidence
Confidence grows from identifying negative beliefs about oneself. Challenging these beliefs and replacing them with more helpful thoughts can remove obstacles. Positive and constructive feedback in the workplace helps develop confidence, leading to progress and development through accepting help from others.
Expanding the zone
Thinking about factors that expand the zone is useful. The flipside is recognising factors that could contract the zone. These include the absence of the categories above, such as confidence, collaborative working, goal setting, and positive thinking.
Focusing on these aspects will motivate and drive employees and students or teenagers. Helping children to tie shoelaces is an early example of this approach.
For tailored programmes to help your employees, students, or teenagers reach their zone, send a message for an innovative approach, online or in person.
Visit my website for more info!
Read more from Dr. Joanna Livingstone
Dr. Joanna Livingstone, Clinical Psychologist
Joanna is a Clinical Psychologist, Coach and NIA Wellbeing Movement Practitioner. Her interest and passion for helping people make lasting changes both to their physical and mental well-being is at the heart of her work. With her 25 years of experience working in the field, she has assessed and treated individuals with a range of conditions. Her particular interests are in workplace wellbeing, ADHD coaching, maternal wellbeing, boosting brain chemistry through psychological techniques, and trauma-based medico-legal work. She has also combined her passions for psychology and wellbeing dance to provide Wellbeing in Motion workshops and retreats, which she offers locally and internationally.
