Scaffolding and zone of proximal development
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Scaffolding refers to providing contextual supports for learning through simplified language, modeling, visuals and cooperative learning. It involves guiding a learner's development with focused questions and interactions. Jerome Bruner first introduced the theory of scaffolding in the 1950s to describe how parents facilitate children's language acquisition through informal instruction. Lev Vygotsky introduced the concept of the Zone of Proximal Development (ZPD), defined as the difference between what a learner can do independently and what they can do with guidance. Within the ZPD, learning is most effective when aimed at the learner's potential rather than independent level. Scaffolding helps learners develop skills within their ZPD before the supports are gradually removed.
Scaffolding and zone of proximal development
- 1. Scaffolding and Zone of Proximal Development Umm-e-Rooman Yaqoob
- 2. Scaffolding • Scaffoldingrefers to providingcontextual supports for meaningthrough the use of simplifiedlanguage, teacher modeling,visuals and graphics,cooperative learningand hands-on learning. • Scaffoldingis the way the adult guides the child's learningvia focusedquestions andpositive interactions.
- 3. Theory of Scaffolding Scaffoldingtheory wasfirstintroducedinthe late 1950s by Jerome Bruner, a cognitivepsychologist.He used the term to describe young children's oral language acquisition.Helped by their parents when they firststart learningto speak, young childrenare provided with informalinstructionalformats withinwhich their learning is facilitated.Bed-time storiesand read aloudare additional examplesof book-centered interaction.
- 5. Zone Of Proximal Development • Thezone of proximaldevelopment,oftenabbreviatedas ZPD, is thedifferencebetweenwhata learnercan dowithouthelpand whathe or shecan dowith help.It isa concept introduced,yetnot fullydeveloped,by Soviet psychologist LevVygotsky(1896– 1934) during thelastten years ofhis life. • Thezone of proximaldevelopmentis an areaoflearning that occurs whena personis assistedby a teacher or peerwitha higher skillsetofthesubject.The person learningthe skillset cannot completeit withoutthe assistanceoftheteacher or peer.
- 7. Types Of Scaffolding Three types of scaffolding have been identified asbeing 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 askfor students to respond through the use of graphic organizers, tables, charts, outlines, and graphs.
- 8. Essential features of scaffolding There are three essentialfeaturesof scaffoldingthatfacilitate learning. • The first featurehas to do withthe interaction betweenthe learner and theexpert. • The second, learningshould take place in the learner’s zone of proximal development. • The thirdfeatureof scaffoldingis that thescaffold,the support and guidance provided by the expert, is gradually removed as the learner becomes more proficient.
- 9. Theconcept Zone Of Proximal Development • Theconcept ofthezone of proximaldevelopmentwas originally developedby Vygotskytoargue againstthe useofacademic, knowledge-basedtestsas ameanstogaugestudents'intelligence. Healso createdZPD to further developJeanPiaget'stheory of children beinglonelearners. • Vygotsky(1978) believedthatlearning isnot development; however, healso believedthatproperly organizedlearningresults inmentaldevelopmentand setsintomotiona varietyof developmentalprocesses thatwouldnot occur withoutthe process oflearning.
- 10. • Skillsand understandings containedwithina child’s ZPD arethe ones thathave notyetemergedbut could emergeif thechild engagedin interactionswithknowledgeableothers (peers and adults)or inother supportive contexts(such as make-believeplayfor preschool children). • AccordingtoVygotsky,the mosteffectiveinstructionis thekind thatis aimednotat thechild’s levelof independentperformancebut is insteadaimedwithintheZPD. This instruction does morethan increasea child’s repertoireofskillsand understandings;it actually produces gainsin childdevelopment.
- 11. Vygotsky’s Hypothesis Vygotsky’s (1978) hypothesis consists of two features. • First, it suggests thatdevelopmental processes do notcoincide withlearning processes, but instead, developmental processes lags behind learning, resultingin zones of proximal development. • The second featuresuggeststhatalthoughlearningdirectly relates to child development, thetwo are never accomplished at thesame time, as thereare highlycomplex dynamic relations betweendevelopment and learning.
- 12. Vygotsky`s developmental levels Vygotsky proposes two developmental levels: • TheZone of Proximal Development: The zone of proximaldevelopment, whichis theresult of the learning/development sequence suggested inhis hypothesis, and actualdevelopment. • ActualDevelopment: Actual development defines functions that have alreadymatured and are the products of development . • Zone of Proximal Developmentand Scaffolding: The ZPD concept is seen as a scaffolding,a structure of "support points" for performing anaction.
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