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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.
Although Vygotsky himself never mentioned the term, scaffolding was first developed by Jerome Bruner, David Wood, and Gail Ross, while applying Vygotsky's concept of ZPD to various educational contexts. [4] According to Wass and Golding, giving students the hardest tasks they can do with scaffolding leads to the greatest learning gains. [16]
Bruner wanted to create an educational environment that would focus on (1) what was uniquely human about human beings, (2) how humans got that way and (3) how humans could become more so. [11] In 1966, Bruner published another book relevant to education, Towards a Theory of Instruction, and then in 1973, another book, The Relevance of Education.
Social interactionist theory (SIT) is an explanation of language development emphasizing the role of social interaction between the developing child and linguistically knowledgeable adults. It is based largely on the socio-cultural theories of Soviet psychologist, Lev Vygotsky .
This technique is called "scaffolding", because it builds upon knowledge children already have with new knowledge that adults can help the child learn. [29] Vygotsky was strongly focused on the role of culture in determining the child's pattern of development, arguing that development moves from the social level to the individual level. [29]
Elaborating on Vygotsky's theory, Jerome Bruner and other educational psychologists developed the important concept of instructional scaffolding, in which the social or information environment offers supports for learning that are gradually withdrawn as they become internalized. [46]
Originally introduced by Wood, Bruner, and Ross in 1976, [2] the learning tool of scaffolding is rooted in individualized support and tutoring. Through scaffolded or tutored instruction, a teacher was able to guide the student through a complex set of building block tasks in order to achieve a final pyramid product that the child may not have ...
The philosophy behind HighScope is based on child development theory and research, originally drawing on the work of Jean Piaget and John Dewey. [4] The curriculum was further developed to incorporate Lev Vygotsky's zone of proximal development and Jerome Bruner's related strategy of adult scaffolding. This method emphasizes the role of adults ...