Wood and Middleton (1975) observed how mothers interacted with their children to build the 3D model.

Building the model was too difficult a task for a 4-year-old child to complete alone. Procedure: 4-year-old children had to use a set of blocks and pegs to build a 3D model shown in a picture. The following study provides empirical support both the concept of scaffolding and the ZPD. It is important to note that the terms cooperative learning, scaffolding and guided learning all have the same meaning within the literature. 90) define scaffolding as a process 'that enables a child or novice to solve a task or achieve a goal that would be beyond his unassisted efforts.'Īs they note, scaffolds require the adult's 'controlling those elements of the task that are initially beyond the learner's capability, thus permitting him to concentrate upon and complete only those elements that are within his range of competence' (p. The student will then be able to complete the task again on his own. withdrawn) as it becomes unnecessary, much as a scaffold is removed from a building during construction. Scaffolding consists of the activities provided by the educator, or more competent peer, to support the student as he or she is led through the zone of proximal development. However, it is important to note that Vygotsky never used this term in his writing, and it was introduced by Wood, Bruner and Ross (1976). The ZPD has become synonymous in the literature with the term scaffolding. The child seeks to understand the actions or instructions provided by the tutor (often the parent or teacher) then internalizes the information, using it to guide or regulate their own performance.

Vygotsky refers to this as cooperative or collaborative dialogue. The tutor may model behaviors and/or provide verbal instructions for the child. Many times, a child's peers or an adult's children may be the individuals with more knowledge or experience.Īccording to Vygotsky (1978), much important learning by the child occurs through social interaction with a skillful tutor. The more knowledgeable other (MKO) is somewhat self-explanatory it refers to someone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept.Īlthough the implication is that the MKO is a teacher or an older adult, this is not necessarily the case. Scaffolding, or supportive activities provided by the educator, or more competent peer, to support the student as he or she is led through the ZPD.Social interactions with a skillful tutor that allow the learner to observe and practice their skills.The presence of someone with knowledge and skills beyond that of the learner (a more knowledgeable other). To assist a person to move through the zone of proximal development, educators are encouraged to focus on three important components which aid the learning process: Vygotsky believed that when a student is in the zone of proximal development for a particular task, providing the appropriate assistance will give the student enough of a 'boost' to achieve the task. 'the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance, or in collaboration with more capable peers' (Vygotsky, 1978, p. The zone of proximal development (ZPD) has been defined as: Soviet psychologist and social constructivist Lev Vygotsky (1896 – 1934). The concept, zone of proximal development was developed by

Thus, the term “proximal” refers to those skills that the learner is “close” to mastering. Learner can do without help and what he or she can achieve with guidance and encouragement from a skilled partner. The zone of proximal development refers to the difference between what a What Is the Zone of Proximal Development?

To scaffold meaning in education