Teoría del aprendizaje desarrollada por Vygotsky, que sostiene que el conocimiento se construye fundamentalmente a través de la interacción social y mediación de pares, y no únicamente mediante la actividad individual.

Citas

Chang et al. (2025): «The theoretical foundations of cross-age tutoring are based on Vygotsky's social constructivist theory, which posits that an integral component of child development is reliant on adult-supervised or peer-mediated experiences with social interaction, critical thinking, and problem solving (Vygotsky & Cole, 1978).» (p. 2)

Chang et al. (2025): «Results align with Vygotsky's social constructivist theory and the Zone of Proximal Development (1987), as cross-age tutoring demonstrated positive effects on academic outcomes for both tutors and tutees. As younger tutees engaged in lessons delivered by a more knowledgeable other (Vygotsky, 1987), results indicate that they were successful in developing their learning across both reading and mathematics outcomes.» (p. 15)

Tenhovirta et al. (2022): «The rationale of peer tutoring is often anchored in the concept of the zone of proximal development (ZPD; Vygotsky, 1978), representing the distance between what a learner (tutee) can do independently and what he/she can do with the help of more knowledgeable others (tutor).» (p. 1704)