Scaffolding is a process that enables a learner to solve a problem, carry out a task, or achieve a goal that would be beyond their unassisted efforts. It provides temporary support to assist a learner in a task and can be gradually reduced and eventually removed altogether once the learner can carry out the performance on their own. Scaffolding is often used in educational settings, where teachers may provide temporary support to help students learn a new concept or skill. It can also be an important tool in therapeutic settings, where therapists may provide support to help patients develop new coping strategies or overcome difficult situations.
Scaffolding can be used in various ways in psychology, some examples include:
-
Cognitive development: Scaffolding can be used as a tool to support children’s cognitive development. For example, a teacher may use visual aids or diagrams to help students understand complex concepts, gradually reducing the amount of support as students become more proficient.
-
Problem-solving: Scaffolding can be used to support problem-solving skills in both children and adults. A therapist may provide guidance and feedback to help a patient identify and evaluate potential solutions to a problem, gradually reducing the level of support as the patient becomes more skilled.
-
Emotion regulation: Scaffolding can also be used to support the development of emotion regulation skills. For example, a therapist may provide guidance and support to help a patient identify and regulate their emotions, gradually reducing the level of support as the patient becomes more proficient.
Scaffolding is based on Vygotskys learning construct, the zone of proximal development (ZPD), which established the notion that coaches or peers who are more capable could help learners move beyond their actual developmental level to one that meets their potential. Scaffolding consists of the activities provided by the educator, or more competent peer, to support the student as they are led through the zone of proximal development. The scaffolds require the adult to control those elements of the task that are initially beyond the learner’s capability, thus permitting them to concentrate upon and complete only those elements that are within their range of competence.
Scaffolding can include modeling a skill, providing hints or cues, and adapting material. The process involves an ongoing diagnosis of a learner’s proficiency in the task to determine the adjustable level of support that meets the learner’s needs at a particular time.
