Scaffolding theory is an educational approach that focuses on what kind of material a student can learn, as opposed to what kind of material he or she might need help learning. This is closely related to the concept of the “zone of proximal development,” which proposes that students can learn some material on their own, some material that is simply too complex for them to learn based on their current knowledge, and material in the middle that they can learn with help. Scaffolding theory addresses this middle zone, proposing that teachers assist students in learning material and then remove their help once the learning is complete.
The research and concepts proposed Lev Vygotsky, a Russian psychologist, are at the heart of scaffolding theory and the zone of proximal development. With regard to a student, the zone of proximal development establishes several layers of information. The student, and the information that he or she already understands, are at the center of this. Outside of this is the first layer, which is information that a student can learn without assistance; following that is information that a student can learn with teacher assistance; and beyond that is information that is too complex for the student’s current level of understanding or education.
A lot of scaffolding theory is based on the middle area in the zone of proximal development. Scaffolding theory states that teachers should act as facilitators of students’ learning, assessing where they are in their learning and offering assistance as needed. Rather than simply teaching whatever the teacher wants, scaffolding theory suggests that teachers evaluate students to determine what information they need assistance with and what information is still too difficult for them to learn even with assistance.
Once a teacher comprehends this, he or she can assist the student in learning the material that he or she requires assistance with. This is referred to as “scaffolding theory” because the action is similar to that of constructing a scaffold. A scaffold is a temporary structure that supports a platform while it is being built, just as teacher assistance is a temporary act that helps a student understand but is eventually removed. Because teachers cannot always be present to provide answers, the student is left with his or her knowledge in the end.
The zone of proximal development for a student shifts as scaffolding theory is applied. The information he or she has absorbed moves inward toward the center, expanding the amount of information he or she can learn on his or her own. As a result, information that was previously beyond his or her comprehension, even with assistance, becomes information that can be learned with assistance. This procedure serves as a model for learning in general, and it is the foundation of much progressive education.