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.

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.

13. Thank You
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