Determining more active roles for the teacher and the school institution in the development of learning. Thus, the concept of zone of proximal development arises, which is defined by the distance between the child's actual development, his knowledge Phone Number List and skills already acquired and what he can develop given his potential, with the support of a colleague or the teacher himself. In Vygotsky's words, “the level of actual development characterizes mental development retrospectively, while the zone of proximal development characterizes mental development prospectively” (VYGOTSKY, 1991, p. 5
. 5. FACTORS OF DEVELOPMENT IN PIAGET When found, Genie had remained stagnant in the first stage of development, the sensorimotor stage, and, with her age at the time, she should have already reached the formal stage of development.
Analyzing the case from Piaget's perspective, it was found that her growth did not occur adequately for a child to develop normally. When a child's developmental stage is not in line with what would be typical for their age, we first need to look at the four developmental factors. The first condition for a child's adequate development is that they have a cognitive structure capable of becoming unbalanced and expanding. In the case of Genie, the researchers did not reach an agreement regarding this very important information, which could have defined the next steps of the research. If Genie had actually been diagnosed with an intellectual disability, there could have been some type of impairment in her cognitive structure that would have led to greater difficulty in advancing to a later stage that was in line with her chronological age.
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