![]() ![]() Explanation of Scaffolding in the Context of ZPD However, it remains tied to Vygotsky and his theory to this day. The researchers Wood, Bruner, and Ross have been credited with using it in their 1976 The Role of Tutoring in Problem Solving paper. It’s important to note that Vygotsky never used the term “scaffolding” in his work. Over time, the support is gradually withdrawn, similar to how scaffolds are removed during building construction, to give the learner a chance to complete tasks independently. These activities support the learner as they’re led through the Zone of Proximal Development. Vygotsky’s scaffolding concept comprises a series of activities that an educator or more competent peer provides. The definitive guide to creating personal learning journeys and why they're the future L&D Download My Free Copy What is the Theory of Scaffolding? When these three things are provided, the learner has the support and resources they need to move out of the Zone of Proximal Development into the stage of mastery. Scaffolding (supportive activities) that offer the learner additional guidance.Social interactions with a skilful tutor/mentor, which allows the learner to observe and practice.The presence of someone with more knowledge and skills than they have.To receive that boost, learners need the following: Vygotsky also argued that when a learner is in the Zone of Proximal Development for a specific task, the appropriate assistance will give them the boost they need to finally master it. At this point, instruction is especially valuable because it helps push the learner from needing help from others to being able to progress independently. ![]() In other words, the Zone of Proximal Development is the point where a learner is close (i.e., proximal) to mastering a particular skill.
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