"scaffolding"
A key concept of Vygotsky’s theory is the zone for
proximal development (ZPD) also referred to as scaffolding. ZPD is the difference between what learners are
able to accomplish independently versus what they may accomplish with assistance
of a capable peer or knowledgeable adult.
The concept of ZPD is illustrated when a new nursing
student is learning how to take a blood pressure reading. The instructor explains the skill, models the
skill, and allows the student to practice the skill using a teaching
stethoscope. The teaching stethoscope
allows the instructor to hear the same sounds as the student and enables the instructor to provide assistance and partner with the student in the process. As the competency of the student increases, the
teacher begins to reduce support and switches the learner to a regular
stethoscope. The use of ZPD allows the
student to be supported in accomplishing the skill of taking an accurate blood
pressure reading.
James connects with the concept of ZPD by defining the
fundamental job of the teacher. James
(1899/2001) stated, “to break up bad associations or wrong ones, to build
others in, to guide the associative tendencies into the most fruitful channels,
is the educator’s principal task” (p. 42).
This passage by James supports Vygotsky’s concept of sociocognitive
development through the ZPD approach of a teacher guiding, supporting, and partnering with the
student.
Reference:
James, W. (2001). Talks to teachers on psychology and to students on some of life's
ideals.
Mineola, NY: Dover. (Original work published 1899).
I would say that scaffolding and the zone of proximal development, though closely related, are conceptually distinct. Scaffolding is a metaphor for how a teacher can support a learner's cognitive development. The ZPD describes the area with which the teacher should be acquainted for best knowing how to help the learner make the next step in her development. When I was a classroom teacher, I wanted to know my students' ZPD so as not to direct my instruction beyond it. To do so would frustrate the learner by either (a) boring her out of her mind if instruction was too easy or (b) teaching "over her head" if instruction was too hard. Scaffolding, on the other hand, involves the various teaching tools I might use to make sure that instruction was helpful.
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