The professor does not have to make all the activities for the pupil, in contrast, it must know what the child already makes alone, what it does not obtain to carry through, to plan where must act and of that maneia goes to act to contribute with the development and the learning of the child. The potential development is determined by the abilities that the individual already constructed, however meets in proceso. This means that the dialectic of the learning that generated the real development, also generated abilities that if find less in an elaborated level than already consolidated. In such a way, the potential development is that one that the citizen will be able to construct. The workmanships of Vygotsky include some concepts that if had become incontornveis in the area of the development of the learning.
One of more important concepts are of Zone of proximal development, that if relates with the difference between what the child obtains to learn alone and what obtains to learn with the aid of an adult. The Zone of proximal development is, therefore, everything what the child can acquire in intellectual terms when is given it the which had educational support, it defines in the distance enters the level of real development and the level of potential development. It wants to say, is the series of information that the person has the potentiality to learn but not yet she completed the process, knowledge it are of its current reach, but potentially atingveis. Vygotsky affirms that the child if develops first in the social level stops later if she develops in the individual level. Piaget claims the opposite: first the child is an individual being and later a social being, with bigger interaction with that they are to its redor. Idias Vygotsky Central offices and its collaborators had objectified to construct a qualitative, to interdisciplinar and guided boarding for the processes of the development.