Vygotsky Scaffolding is also known, as instructional scaffolding is a teaching method in which teacher explains the process of solving a problem to their students. After a few explanations, the teacher will give a problem to their student and ask them to solve it and ask for help if needed.
The theory behind the instructional Scaffolding Bromley is to learn independently. The students have to interact with others who have wider knowledge and skills. These instructors or peers are the scaffolding who encourage and help the student to expand her learning boundaries.
This is also a part of the education concept “zone of proximal development” or ZPD. The ZPD is the set of skills that students cannot do by own and can do with the guidance of a mentor.
ZPD is illustrated by a series of three concentric circles. The smallest circle represents the students can learn on their own. The next circle represents the skills that a child can acquire under the guidance of the teacher. The largest circle represents the skills the student cannot do even with the help of a mentor. For example, a student of Kindergartner who is learning how to read and write knows the entire letter but cannot read or write. Therefore, the student’s ZPD is reading and writing and the teacher who helps him to learn them is scaffolding. This method is often used on younger students of pre-school and elementary schools because they are just learning new skills and concepts that have not been known previously.
History: Vygotsky Scaffolding
Lev Vygotsky was a Soviet psychologist, born on 17 November 1896 in Orsha, Belarus. He was well known for his work on psychological development in children learning skills. Vygotsky first instigates the term “Zone of Proximal Development” in his work. He conducted many experiments that led to the development of instructional scaffolding.
Towards the end of his career, Vygotsky focused on the development of psychology and created the concept of ZPD. He believed that teachers should help the students learn within their ZPD. It helps them to increase the knowledge and skills systematically. Vice versa, it will not force the students to achieve that are outside their IQ level or difficult at that particular age.
He came with ZPD after extensive studying on how children learn. He found an effective way of different teaching methods, which helps the younger to upgrade their skills systematically. As sometimes knowledge-based tests, types of tests were accurate as the students were compared with more intelligent students. He cited many examples where infants learn many new skills that are carried down by older generations.
Effects of Vygotsky Scaffolding
Over several years this method is vigorously studied by different psychologists. The study on how effective scaffolding and ZPD on younger children. They concluded that this method is very helpful to the students. They are learning more tan compared to traditional teaching methods. An instructor of the student must have a good grasp on his student’s ZPD so that he can act accordingly and help him or her with new skills and knowledge.