Vygotsky - Scaffolding in Learning/Dev

Question 1

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Answer 1

INTRO

• social constructionist who placed emphasis on social interaction/culture
• proposed learning defined as collaboration of knowledge constructed between individual and partners within diff contexts WOOLFOLK
• learning facilitated by teacher known as expert as more knowledgable
• they guide and act as coparticipant during learning to aid development

Question 2

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Answer 2

SCAFFOLDING OUTLINE

• experts enable scaffolding where they tailor support provided to new learner so they gradually increase learners understanding of problem or task
• they encourage interest and simultaneously keep child on task
• learner viewed as active participator rather than passive as they actively think + solve
• learner required to access preexisitng beliefs and knowledge to modify existing behavioural patterns to what is learned

Question 3

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EMPIRICAL SUPPORT

• WOODS+MIDDLETON studied influence of instruction
• provided 3-4y with puzzle beyond comprehension

Mother then gave diff levels of assurance

After session child assessed on what they could construct on their own

Results showed when children given low levels of support when doing well and high levels when struggling (varied support) they could construct puzzle on own

But when mother consistently gave same support child lost interest and concluded puzzle beyond capability

• importance of levels of guidance given during scaffolding

Question 4

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Answer 4

OVEREMPHASIS OF SOCIAL CONTEXT

• rests of assumptions that the learner is consistently willing to be around people
• suggested to be influenced by Marxist theory where development of thought processes linked to struggles of society
• learning theory biased and can’t be generalised beyond this era

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Question 5

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Answer 5

HIGH PRACTICAL APPLICATION

• main aim to ensure scaffolding is employed in all learning systems to enable child to access the challenge
• teaching should involve leading questioning and direct the child to succeed in undertaking challenging task rather than offer sentence starter/gap fill approach