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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.
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.
In a similar way, there is a gradual dismantling of the scaffolding as the 'job' becomes more secure and so there is a gradual release of responsibility from the teacher to the learner. As scaffolding is temporary, so too are the lessons that are constructed to help students as they embark into unfamiliar thinking.
Scaffolding in education does have some boundaries. One of the largest hurdles to overcome when providing ample support for student learning is managing multiple students. While scaffolding is meant to be a relatively independent process for students, the initial phase of providing individual guidance can easily be overseen when managing large ...
See also spiral model, a software development approach. Four spirals in a medical studies curriculum [1]. The spiral approach is a technique often used in education where the initial focus of instruction is the basic facts of a subject, with further details being introduced as learning progresses.
Scaffolding is guided by the theory of task and theory of tutee, which requires a combination of assessing task performance and learner ability. [3] Through the dialogic nature of scaffolding, the student and teacher interact in order to establish the optimal amount of assistance and titration of this assistance.
Jerome Bruner is often credited with originating discovery learning in the 1960s, but his ideas are very similar to those of earlier writers such as John Dewey. [1] Bruner argues that "Practice in discovering for oneself teaches one to acquire information in a way that makes that information more readily viable in problem solving". [2]
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 ...