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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.
The concept of the ZPD is widely used to study children's mental development as it relates to educational context. The ZPD concept is seen as a scaffolding, a structure of "support points" for performing an action. [14] This refers to the help or guidance received from an adult or more competent peer to permit the child to work within the ZPD. [15]
This term 'scaffolding' is a useful metaphor that is used to symbolise the process of supporting a learner in the early stages of the learning process – as the walls get higher – until there is sufficient evidence of knowledge and skills having been acquired, to then be able to remove that scaffolding so the learner is able to 'stand alone ...
A key aspect in this type of parent-child interaction is being sensitive to the child's skill level in order to provide the appropriate amount of support when guiding the child's learning. This type of guidance is known as scaffolding, in which the level of support given to the child decreases as the child's skill level increases on a given task.
Distributed scaffolding is a concept developed by Puntambekar and Kolodner in 1998 [1] that describes an ongoing system of student support through multiple tools, activities, technologies and environments that increase student learning and performance.
The approach focuses on learning through discovery. [16] Jean Jacques Rousseau recommended that teachers should exploit individual children's interests to make sure each child obtains the information most essential to his personal and individual development. [17] The five developmental domains of childhood development include: [18]
Co-construction learning is considered to be "complex, multi-dimensional, and involves everyone." [2] The process of Co-construction is made up of three areas that all contribute to the child's education. The first is the individual child, secondly the physical and social environment of the child, and lastly the educators.
[11] [12] HighScope itself reports that for every tax dollar invested in the early care and education program, $7 are saved for taxpayers by the time the participant is 27 years old, $13 are saved for tax payers by the time the participant is 40 years old, and that there is a $16 total return including increased income to the participants.
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