Scaffolding and Zone of Proximal Development

Scaffolding Scaffolding refers to providing contextual supports for meaning through the use of simplified language, teacher modeling, visuals and graphics, cooperative learning and hands-on learning. Scaffolding is the way the adult guides the child's learning via focused questions and positive interactions.

Theory of Scaffolding Scaffolding theory was first introduced in the late 1950s by Jerome Bruner, a cognitive psychologist. He used the term to describe young children's oral language acquisition. Helped by their parents when they first start learning to speak, young children are provided with informal instructional formats within which their learning is facilitated. Bed-time stories and read aloud are additional examples of book-centered interaction.

Zone Of Proximal Development The zone of proximal development, often abbreviated as ZPD, is the difference between what a learner can do without help and what he or she can do with help. It is a concept introduced, yet not fully developed, by Soviet psychologist Lev Vygotsky (1896–1934) during the last ten years of his life. The zone of proximal development is an area of learning that occurs when a person is assisted by a teacher or peer with a higher skill set of the subject. The person learning the skill set cannot complete it without the assistance of the teacher or peer.

Types Of Scaffolding Three types of scaffolding have been identified as being especially effective for second language learners. 1.Simplifying the language: The teacher can simplify the language by shortening selections, speaking in the present tense, and avoiding the use of idioms. 2.Asking for completion, not generation: The teacher can have students choose answers from a list or complete a partially finished outline or paragraph. 3.Using visuals: The teacher can present information and ask for students to respond through the use of graphic organizers, tables, charts, outlines, and graphs.

Essential features of scaffolding There are three essential features of scaffolding that facilitate learning. The first feature has to do with the interaction between the learner and the expert. The second, learning should take place in the learner’s zone of proximal development. The third feature of scaffolding is that the scaffold, the support and guidance provided by the expert, is gradually removed as the learner becomes more proficient.

The concept Zone Of Proximal Development The concept of the zone of proximal development was originally developed by Vygotsky to argue against the use of academic, knowledge-based tests as a means to gauge students' intelligence. He also created ZPD to further develop Jean Piaget's theory of children being lone learners. Vygotsky (1978) believed that learning is not development; however, he also believed that properly organized learning results in mental development and sets into motion a variety of developmental processes that would not occur without the process of learning.

Skills and understandings contained within a child’s ZPD are the ones that have not yet emerged but could emerge if the child engaged in interactions with knowledgeable others (peers and adults) or in other supportive contexts (such as make-believe play for preschool children). According to Vygotsky, the most effective instruction is the kind that is aimed not at the child’s level of independent performance but is instead aimed within the ZPD. This instruction does more than increase a child’s repertoire of skills and understandings; it actually produces gains in child development.

Vygotsky’s Hypothesis Vygotsky’s (1978) hypothesis consists of two features. First, it suggests that developmental processes do not coincide with learning processes, but instead, developmental processes lags behind learning, resulting in zones of proximal development. The second feature suggests that although learning directly relates to child development, the two are never accomplished at the same time, as there are highly complex dynamic relations between development and learning.

Vygotsky`s developmental levels Vygotsky proposes two developmental levels: The Zone of Proximal Development: The zone of proximal development, which is the result of the learning/development sequence suggested in his hypothesis, and actual development. Actual Development: Actual development defines functions that have already matured and are the products of development . Zone of Proximal Development and Scaffolding: The ZPD concept is seen as a scaffolding, a structure of "support points" for performing an action.

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