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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]
The GRR model "...assumes that [the student] will need some guidance in reaching that stage of independence and that it is precisely the teacher's role to provide such guidance". [3]: 34 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]
Cultural-historical activity theory (CHAT) is a theoretical framework [1] to conceptualize and analyse the relationship between cognition (what people think and feel) and activity (what people do). [2] [3] [4] The theory was founded by L. S. Vygotsky [5] and Aleksei N. Leontiev, who were part of the cultural-historical school of Russian ...
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).
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.
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]
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 .
Another aspect of Vygotsky's theory is private speech. Private speech is when a person talks to themselves in order to help themselves problem solve. Scaffolding or providing support to a child and then slowly removing support and allowing the child to do more on their own over time is also an aspect of Vygotsky's theory. [18]