Scaffolding and the zone of proximal development: A problematic relationship (original) (raw)

The zone of proximal development in play and learning

2008

The concept of the zone of proximal development (ZPD) is perhaps the best known innovation in Vygotsky's work. He adopted the term from others, but gave it a new life in his theoretical framework. This the oretical elaboration allows different interpretations and uses of the term. A large variety of interpretations have stimulated attempts to trace trajectory of the concept in Vygotsky's thinking. Daniels [4] collected evidence for supporting the argument that a clear change took place in Vygotsky's own emphasis of defining this concept first in terms of assessment and later instruction. An enigmatic and difficult aspect of the ZPD in western psychology and education is the social dimension of learning and human development. In many cases the western metaphorical equivalent of the ZPD «scaf folding» [51] has simply been interpreted as a teacher's support of cognitive learning of an individual student. In many cases the original new emphasis in Vygotsky's elaborat...

The early history of the scaffolding metaphor: Bernstein, Luria, Vygotsky, and before

Mind, Culture, and Activity, 2019

Given the growing interest in the scaffolding process, it is worthwhile to address competing accounts about the origin of this term. The concept was empirically introduced by Wood, Bruner, and Ross in 1976 and has often been associated with the “zone of proximal development” in the writing of L.S. Vygotsky. We trace the origins of it in instances of the term being used by Nikolai Bernstein and Alexander Luria, as well as in Vygotsky’s notebooks. Our historical search helps to highlight the theoretical connection between this metaphor and the teaching/learning versus development opposition, and its relation to motor control development.

Scaffolding Plays A Macro Role in Early Childhood Educational

Proceedings of the International Conference on Environmental Awareness for Sustainable Development in conjunction with International Conference on Challenge and Opportunities Sustainable Environmental Development, ICEASD & ICCOSED 2019, 1-2 April 2019, Kendari, Indonesia, 2019

Revisiting and re-representing scaffolding: The two gradient model

Cogent Education, 2017

In this paper I intend to illustrate Vygotsky's Zone of Proximal Development (ZPD) and then extend the discussion to scaffolding and its relationship with the ZPD. This is then followed by some concerns raised in literature regarding scaffolding as a concept and as a metaphor which involves analysing the arguments for regarding the role of cultural tools and peers as scaffolds akin to instructors. In consideration of some of the criticisms directed at scaffolding, I introduce the concept of the Two Gradient Model (TGM) which is a descriptive model that attempts to clarify the interaction between the instructor and learner. Furthermore, the TGM also demonstrates the need to differentiate between instructors and cultural tools as scaffolds where the latter should be kept relegated as secondary components in the scaffolding process. Additionally, the TGM also differentiates between instructors and peers whereby the latter do not occupy the same interper-sonal dynamics as the former in a pedagogical environment.