Santu Bera
Shishuramdas College, West Bengal
Biswajit Manna
Jadavpur University, West Bengal
Pages:333-344
The recent research examined total, verbal, and non-verbal cognitive equivalence in
120 elementary school children in three developmental zones, which are the Zone of
Actual Development (ZAD), Zone of Proximal Development (ZPD), and Zone of Beyond
Development (ZBD). The respondents were chosen as Grades II, IV, VI and Habited as
urban, rural through sampling of 6 to 13 years childrens in Paschim Medinipur and
Kolkata districts. Verbal Cognitive Equivalence Test (Bera and Mohakud) and Cognitive
Equivalence Measuring Pictorial Task were standardised instruments, which were
administered separately in a controlled environment (Khan and Mohakud, 2017). Zones
differences were analysed using the descriptive statistics and inferential statistics (ttest,
one-way ANOVA with LSD post-hoc comparisons). The results indicated that
there was a high degree of hierarchical pattern with ZAD children performing better
compared to the ZPD and ZBD in total, verbal and non-verbal measurements, which
supported the theoretical forecasts made by Vygotsky. Verbal functional abilities had
the biggest differences, whereas non-verbal perceptible skills had smaller differences
that were not always significant. The research highlights the necessity of zone-based,
developmentally sensitive instructional methods to improve cognitive equivalence, which
can direct educators to design interventions on the basis of the developmental
preparedness of children