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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]
Lev Semyonovich Vygotsky (Russian: Лев Семёнович Выготский, [vɨˈɡotskʲɪj]; Belarusian: Леў Сямёнавіч Выгоцкі; November 17 [O.S. November 5] 1896 – June 11, 1934) was a Russian and Soviet psychologist, best known for his work on psychological development in children and creating the framework known as cultural-historical activity theory.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
Dynamic assessment is a product of the research conducted by developmental psychologist Lev Vygotsky. It identifies Constructs that a student has mastered (the Zone of Actual Development) Constructs that a student is currently able to understand or tasks a student can do with scaffolding (the Zone of Proximal Development).
Vygotsky (1978) believed that guided interactions, with an adult, or a more skilled peer, could facilitate a higher level of thinking within the zone. [5] In Vygotsky's theory, this person is referred to as the "More Knowledgeable Other (MKO)". [6]
This technique is called "scaffolding", because it builds upon knowledge children already have with new knowledge that adults can help the child learn. [26] 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. [26]
Vygotsky theorised that learning is most effective within this zone. [32] Coaches facilitate effective learning by providing coachees with activities within the ZPD, which are neither too easy nor too challenging (this is a process called scaffolding). [31] [32] Social learning theory also influenced coaching
His theory included the Zone of proximal development. [10] Vygotsky also believed that social and cultural factors contributed heavily to cognitive development. [11] Vygotsky argued that development first takes place socially as infants observe their parent's behaviour and try to imitate it.