Scaffolding.

Scaffolding.

1. Scaffolding involves a child being given a level of help and support from an adult or more able peer. This is then gradually reduced as the child becomes more competent and then withdrawn finally when the child is independently competent and able to complete the task unaided.

   • Vygotsky emphasised the role of adult intervention and assistance in the development of cognition.
   • E.g. A child who is beginning to carry out additions and subtractions in Maths lessons will be shown, helped and prompted. Later the child will attempt simple problems with the teacher watching and making suggestions. Later still there will lbw occasional help until problems can be solved alone.
     • Thus the support structure, or scaffolding, is gradually withdrawn as the child becomes more able to work independently.

2. RESEARCH CARD: Wood and Middleton (1975).

   • EVALUATIONS.
     • This study shows scaffolding of a specific task but this does not show that scaffolding occurs with more general understanding, E.g. Concepts such as conservation.
       • As cognitive development usually involves acquisition of general concepts which can be applied in many different circumstances, this study in a sense is not really a valid measure of cognitive development.
         • Theories of cognitive development are really about explaining how children acquire conceptual rather than routine task-specific knowledge.
     • This study showed that as the child becomes more skilled they are given less specific support.
       • This finding supports the notion of scaffolding.

3. Different Forms of Scaffolding.

   • Scaffolding appears in many different forms.
     • In cultures where working life begins early, adults will scaffold the skills of their young apprentices.
       • E.g. Greenfield and Lave (1982) noted how young Mexican girls watched skilled women weavers, then worked with guidance from them, and then finally worked alone.
     • Parents will use scaffolding in their response to a child's early attempts at speech and in helping children to understand their feelings. E.g. "You're bait upset now, aren't you?"
     • Nursery teachers will provide scaffolding for young children as they are introduced to formal learning activities.