ABSTRACT
The chapter further explores one of the applications of ZPD introduced in Chapter 5—Dynamic Assessment. First, dynamic assessment is contrasted with more traditional ways of assessing children’s learning and development, and the advantages of dynamic assessment are discussed in the context of the criticisms of standardized tests. The chapter then details the procedure of dynamic assessment, specifying what the teacher does at each step. Examples of post-Vygotskian applications of dynamic assessment are provided in such areas as special education, literacy instruction, and second language acquisition. Finally, practical suggestions on how to use dynamic assessment in an early childhood classroom are offered using an example of a child learning to write their name.
