In order to continue enjoying our site, we ask that you confirm your identity as a human. Thank you very much for your cooperation. Show Scaffolding is an instructional technique in which a teacher provides individualized support by incrementally improving a learner’s ability to build on prior knowledge. Scaffolding can be used in a variety of content areas and across age and grade levels. Within education, the social learning theory of Vygotsky is generally credited with providing theoretical basis for the practice, where he describes the Zone of Proximal Development (ZPD). Scaffolding provide special type of help that assists learners move towards new concepts, skills, or understandings. Actually, Vygotsky himself never mentioned the term of scaffolding. It was first introduce by Jerome Bruner, David Wood, and Gail Ross (1976) while applying Vygotsky's concept of Zone of Proximal Development (ZPD) to various educational contexts. Vygotsky defined scaffolding instruction as the “role of teachers and others in supporting the learners development and providing support structures to get to that next stage or level” (Raymond, 2000) Teachers provide scaffolds so that the learner can accomplish certain tasks they would otherwise not be able to accomplish on their own (Bransford, Brown, & Cocking, 2000) The goal of the educator is for the student to become an independent learner and problem solver (Hartman, 2002) Characteristics of scaffolding Research about scaffolding includes different definitions of it and different emphasis of components of socio-cultural learning theory. One common model for defining and describing scaffolding includes contingency, fading, and transfer of responsibility.  Purpose of the Scaffolding Scaffolding is widely considered to be an essential element of effective teaching as all teachers almost certainly use various forms of instructional scaffolding in their teaching. In addition, scaffolding is often used to bridge learning gaps which is the difference between what students have learned and what they are expected to know and be able to do at a certain point in their education. One of the main goals of scaffolding is to reduce the negative emotions and self-perceptions that students may experience when they get frustrated, intimidated, or discouraged when attempting a difficult task without the assistance, direction, or understanding they need to complete it. Types of the Scaffolding Instructors can use a variety of scaffolds to accommodate different levels of knowledge. The context of learning may require more than one scaffold strategy in order for the student to master new content. When we teach students who are not physically present in the classroom, instructors need to adapt to the environment and their scaffolding needs to be adjusted to fit this new learning medium. It can be challenging to find a way to adjust the verbal and visual elements of scaffolding to construct a successful interactive and collaborative learning environment for distance learning. The recent spread of technology used in education has opened up the learning environment to include hypermedia, hypertext, collaborative learning environments, and web-based learning environments. A recent review on the types of scaffolding used in online learning identified four main types of scaffolding: Retrieved from http://youtube.com/watch?v=ktXhlPUUPDs Procedural Scaffolding Procedural scaffolding helps learner use appropriate tools and resources effectively. Besides, it is also supports learning on how to navigate the course environment and engage in learning activities. Lack of standard design templates leads to learners having to understand the structure of the course and how to navigate the course environment. Conceptual Scaffolding Conceptual Scaffolding helps learner decide what to consider in learning and guide them to key concepts. Conceptual scaffolding guides the learner regarding what to consider during learning. One of the strategy is by using knowledge maps to scaffold learning. Below is the benefits of using knowledge maps:
Strategic Scaffolding Strategic Scaffolding helps learner find alternative strategies and methods to solve complex problems. It's emphasizes alternative learning pathways and tailored instruction to support individual students. Besides, strategic scaffolding also requires an understanding of the individual learning preferences of learners and level of prior knowledge. This kind of scaffolding also may require strategies to help simplify and organize information and requires frequent dialogue with student. Metacognitive Scaffolding Meta cognitive Scaffolding supports learner in developing thinking and manage their learning. This scaffolding prompts students to think about what they are learning throughout the process and assists students reflecting on what they have learnt (self-assessment). This is the most common research area and is thought to not only promote higher order thinking (HOT) but also students ability to plan ahead. Generally, metacognitive scaffolding can be divided into categories that encourage students' metacognition in learning. Planning scaffolds:
Monitoring scaffolds:
Evaluation Scaffolds:
Conclusion Scaffolding has been praised for its ability to engage most learners because they are constantly building on prior knowledge and forming associations between new information and concepts. Additionally, scaffolding presents opportunities for students to be successful before moving into unfamiliar territory. This type of instruction minimizes failure, which decreases frustration, especially for students with special learning needs.(Wikipedia contributors,Instructional scaffolding) “If a student, for example, works on a series of tasks and the instructor adapts the support responsively to the understanding of the student, the instructor is teaching contingently. If the student gains understanding, the instructor can fade the support over time. While fading the support, the instructor can also transfer the responsibility to the student so that the learner will take more and more control over his/her learning.” (van de Pol, et al, 2010). "Through the structure provided by scaffolding, students spend less time searching and more time on learning and discovering, resulting in quicker learning" (McKenzie, 1999)
Early childhood is a time of pretending, blending fact and fiction, and learning to think of the world using language. As young children move away from needing to touch, feel, and hear about the world toward learning basic principles about how the world works, they hold some pretty interesting initial ideas. For example, how many of you are afraid that you are going to go down the bathtub drain? Hopefully, none of you! But a child of three might really worry about this as they sit at the front of the bathtub. A child might protest if told that something will happen “tomorrow” but be willing to accept an explanation that an event will occur “today after we sleep.” Or the young child may ask, “How long are we staying? From here to here?” while pointing to two points on a table. Concepts such as tomorrow, time, size and distance are not easy to grasp at this young age. Understanding size, time, distance, fact, and fiction are all tasks that are part of cognitive development in the preschool years. Learning outcomes
Figure 1. Young children enjoy pretending to “play school.” Remember that Piaget believed that we are continuously trying to maintain balance in how we understand the world. With rapid increases in motor skill and language development, young children are constantly encountering new experiences, objects, and words. In the module covering main developmental theories, you learned that when faced with something new, a child may either assimilate it into an existing schema by matching it with something they already know or expand their knowledge structure to accommodate the new situation. During the preoperational stage, many of the child’s existing schemas will be challenged, expanded, and rearranged. Their whole view of the world may shift. Piaget’s second stage of cognitive development is called the preoperational stage and coincides with ages 2-7 (following the sensorimotor stage). The word operation refers to the use of logical rules, so sometimes this stage is misinterpreted as implying that children are illogical. While it is true that children at the beginning of the preoperational stage tend to answer questions intuitively as opposed to logically, children in this stage are learning to use language and how to think about the world symbolically. These skills help children develop the foundations they will need to consistently use operations in the next stage. Let’s examine some of Piaget’s assertions about children’s cognitive abilities at this age. Pretend PlayPretending is a favorite activity at this time. For a child in the preoperational stage, a toy has qualities beyond the way it was designed to function and can now be used to stand for a character or object unlike anything originally intended. A teddy bear, for example, can be a baby or the queen of a faraway land! Piaget believed that children’s pretend play and experimentation helped them solidify the new schemas they were developing cognitively. This involves both assimilation and accommodation, which results in changes in their conceptions or thoughts. As children progress through the preoperational stage, they are developing the knowledge they will need to begin to use logical operations in the next stage. EgocentrismEgocentrism in early childhood refers to the tendency of young children to think that everyone sees things in the same way as the child. Piaget’s classic experiment on egocentrism involved showing children a three-dimensional model of a mountain and asking them to describe what a doll that is looking at the mountain from a different angle might see. Children tend to choose a picture that represents their own, rather than the doll’s view. However, when children are speaking to others, they tend to use different sentence structures and vocabulary when addressing a younger child or an older adult. Consider why this difference might be observed. Do you think this indicates some awareness of the views of others? Or do you think they are simply modeling adult speech patterns?
The boys in this interview display egocentrism by believing that the researcher sees the same thing as they do, even after switching positions. This video demonstrates that older children are able to look at the mountain from different viewpoints and no longer fall prey to egocentrism. Precausal ThinkingSimilar to preoperational children’s egocentric thinking is their structuring of cause-and-effect relationships based on their limited view of the world. Piaget coined the term “precausal thinking” to describe the way in which preoperational children use their own existing ideas or views, like in egocentrism, to explain cause-and-effect relationships. Three main concepts of causality, as displayed by children in the preoperational stage, include animism, artificialism, and transductive reasoning. Animism is the belief that inanimate objects are capable of actions and have lifelike qualities. An example could be a child believing that the sidewalk was mad and made them fall down, or that the stars twinkle in the sky because they are happy. To an imaginative child, the cup may be alive, the chair that falls down and hits the child’s ankle is mean, and the toys need to stay home because they are tired. Young children do seem to think that objects that move may be alive, but after age three, they seldom refer to objects as being alive (Berk, 2007). Many children’s stories and movies capitalize on animistic thinking. Do you remember some of the classic stories that make use of the idea of objects being alive and engaging in lifelike actions? Artificialism refers to the belief that environmental characteristics can be attributed to human actions or interventions. For example, a child might say that it is windy outside because someone is blowing very hard, or the clouds are white because someone painted them that color. Finally, precausal thinking is categorized by transductive reasoning. Transductive reasoning is when a child fails to understand the true relationships between cause and effect. Unlike deductive or inductive reasoning (general to specific, or specific to general), transductive reasoning refers to when a child reasons from specific to specific, drawing a relationship between two separate events that are otherwise unrelated. For example, if a child hears a dog bark and then a balloon pop, the child would conclude that because the dog barked, the balloon popped. Related to this is syncretism, which refers to a tendency to think that if two events occur simultaneously, one caused the other. An example of this might be a child asking the question, “if I put on my bathing suit will it turn to summer?” Cognition ErrorsBetween about the ages of four and seven, children tend to become very curious and ask many questions, beginning the use of primitive reasoning. There is an increase in curiosity in the interest of reasoning and wanting to know why things are the way they are. Piaget called it the “intuitive substage” because children realize they have a vast amount of knowledge, but they are unaware of how they acquired it. Centration and conservation are characteristic of preoperative thought. Centration is the act of focusing all attention on one characteristic or dimension of a situation while disregarding all others. An example of centration is a child focusing on the number of pieces of cake that each person has, regardless of the size of the pieces. Centration is one of the reasons that young children have difficulty understanding the concept of conservation. Conservation is the awareness that altering a substance’s appearance does not change its basic properties. Children at this stage are unaware of conservation and exhibit centration. Imagine a 2-year-old and 4-year-old eating lunch. The 4-year-old has a whole peanut butter and jelly sandwich. He notices, however, that his younger sister’s sandwich is cut in half and protests, “She has more!” He is exhibiting centration by focusing on the number of pieces, which results in a conservation error. Figure 2. A demonstration of the conservation of liquid. Does pouring liquid in a tall, narrow container make it have more? In Piaget’s famous conservation task, a child is presented with two identical beakers containing the same amount of liquid. The child usually notes that the beakers do contain the same amount of liquid. When one of the beakers is poured into a taller and thinner container, children who are younger than seven or eight years old typically say that the two beakers no longer contain the same amount of liquid, and that the taller container holds the larger quantity (centration), without taking into consideration the fact that both beakers were previously noted to contain the same amount of liquid. Irreversibility is also demonstrated during this stage and is closely related to the ideas of centration and conservation. Irreversibility refers to the young child’s difficulty mentally reversing a sequence of events. In the same beaker situation, the child does not realize that, if the sequence of events was reversed and the water from the tall beaker was poured back into its original beaker, then the same amount of water would exist. Centration, conservation errors, and irreversibility are indications that young children are reliant on visual representations. Another example of children’s reliance on visual representations is their misunderstanding of “less than” or “more than”. When two rows containing equal amounts of blocks are placed in front of a child with one row spread farther apart than the other, the child will think that the row spread farther contains more blocks.
This clip shows how younger children struggle with the concept of conservation and demonstrate irreversibility. Class inclusion refers to a kind of conceptual thinking that children in the preoperational stage cannot yet grasp. Children’s inability to focus on two aspects of a situation at once (centration) inhibits them from understanding the principle that one category or class can contain several different subcategories or classes. Preoperational children also have difficulty understanding that an object can be classified in more than one way. For example, a four-year-old girl may be shown a picture of eight dogs and three cats. The girl knows what cats and dogs are, and she is aware that they are both animals. However, when asked, “Are there more dogs or more animals?” she is likely to answer “more dogs.” This is due to her difficulty focusing on the two subclasses and the larger class all at the same time. She may have been able to view the dogs as dogs or animals, but struggled when trying to classify them as both, simultaneously. Similar to this is a concept relating to intuitive thought, known as “transitive inference.” Transitive inference is using previous knowledge to determine the missing piece, using basic logic. Children in the preoperational stage lack this logic. An example of transitive inference would be when a child is presented with the information “A” is greater than “B” and “B” is greater than “C.” The young child may have difficulty understanding that “A” is also greater than “C.” As the child’s vocabulary improves and more schemes are developed, they are more able to think logically, demonstrate an understanding of conservation, and classify objects. Was Piaget Right?It certainly seems that children in the preoperational stage make the mistakes in logic that Piaget suggests that they will make. That said, it is important to remember that there is variability in terms of the ages at which children reach and exit each stage. Further, there is some evidence that children can be taught to think in more logical ways far before the end of the preoperational period. For example, as soon as a child can reliably count they may be able to learn conservation of number. For many children, this is around age five. More complex conservation tasks, however, may not be mastered until closer to the end of the stage around age seven. Theory of MindFigure 3. Around age four, most children begin to understand that thoughts and realities do not always match. Theory of MindHow do we come to understand how our mind works? The theory of mind is the understanding that the mind holds people’s beliefs, desires, emotions, and intentions. One component of this is understanding that the mind can be tricked or that the mind is not always accurate. A two-year-old child does not understand very much about how their mind works. They can learn by imitating others, they are starting to understand that people do not always agree on things they like, and they have a rudimentary understanding of cause and effect (although they often fall prey to transitive reasoning). By the time a child is four, their theory of the mind allows them to understand that people think differently, have different preferences, and even mask their true feelings by putting on a different face that differs from how they truly feel inside. To think about what this might look like in the real world, imagine showing a three-year-old child a bandaid box and asking the child what is in the box. Chances are, the child will reply, “bandaids.” Now imagine that you open the box and pour out crayons. If you now ask the child what they thought was in the box before it was opened, they may respond, “crayons.” If you ask what a friend would have thought was in the box, the response would still be “crayons.” Why? Before about four years of age, a child does not recognize that the mind can hold ideas that are not accurate, so this three-year-old changes their response once shown that the box contains crayons. The child’s response can also be explained in terms of egocentrism and irreversibility. The child’s response is based on their current view rather than seeing the situation from another person’s perspective (egocentrism) or thinking about how they arrived at their conclusion (irreversibility). At around age four, the child would likely reply, “bandaids” when asked after seeing the crayons because by this age a child is beginning to understand that thoughts and realities do not always match.
Watch as researchers demonstrate several versions of the false belief test to assess the theory of mind in young children. Theory of Mind and Social IntelligenceThis awareness of the existence of mind is part of social intelligence and the ability to recognize that others can think differently about situations. It helps us to be self-conscious or aware that others can think of us in different ways, and it helps us to be able to be understanding or empathic toward others. This developing social intelligence helps us to anticipate and predict the actions of others (even though these predictions are sometimes inaccurate). The awareness of the mental states of others is important for communication and social skills. A child who demonstrates this skill is able to anticipate the needs of others. Impaired Theory of Mind in Individuals with AutismPeople with autism or an autism spectrum disorder (ASD) typically show an impaired ability to recognize other people’s minds. Under the DSM-5, autism is characterized by persistent deficits in social communication and interaction across multiple contexts, as well as restricted, repetitive patterns of behavior, interests, or activities. These deficits are present in early childhood, typically before age three, and lead to clinically significant functional impairment. Symptoms may include lack of social or emotional reciprocity, stereotyped and repetitive use of language or idiosyncratic language, and persistent preoccupation with unusual objects. About half of parents of children with ASD notice their child’s unusual behaviors by age 18 months, and about four-fifths notice by age 24 months, but often a diagnoses comes later, and individual cases vary significantly. Typical early signs of autism include:
Children with ASD experience difficulties with explaining and predicting other people’s behavior, which leads to problems in social communication and interaction. Children who are diagnosed with an autistic spectrum disorder usually develop the theory of mind more slowly than other children and continue to have difficulties with it throughout their lives. For testing whether someone lacks the theory of mind, the Sally-Anne test is performed. The child sees the following story: Sally and Anne are playing. Sally puts her ball into a basket and leaves the room. While Sally is gone, Anne moves the ball from the basket to the box. Now Sally returns. The question is: where will Sally look for her ball? The test is passed if the child correctly assumes that Sally will look in the basket. The test is failed if the child thinks that Sally will look in the box. Children younger than four and older children with autism will generally say that Sally will look in the box.
Watch this video to see the Sally-Anne test in action. Language DevelopmentLanguage DevelopmentFigure 4. Reading to young children helps them develop language skills by hearing and using new vocabulary words. A child’s vocabulary expands between the ages of two to six from about 200 words to over 10,000 words through a process called fast-mapping. Words are easily learned by making connections between new words and concepts already known. The parts of speech that are learned depend on the language and what is emphasized. Children speaking verb-friendly languages such as Chinese and Japanese tend to learn verbs more readily, but those learning less verb-friendly languages such as English seem to need assistance in grammar to master the use of verbs (Imai, et als, 2008). Children are also very creative in creating their own words to use as labels such as a “take-care-of” when referring to John, the character on the cartoon Garfield, who takes care of the cat. Children can repeat words and phrases after having heard them only once or twice, but they do not always understand the meaning of the words or phrases. This is especially true of expressions or figures of speech which are taken literally. For example, two preschool-aged girls began to laugh loudly while listening to a tape-recording of Disney’s “Sleeping Beauty” when the narrator reports, “Prince Phillip lost his head!” They imagine his head popping off and rolling down the hill as he runs and searches for it. Or a classroom full of preschoolers hears the teacher say, “Wow! That was a piece of cake!” The children began asking “Cake? Where is my cake? I want cake!” OverregularizationChildren learn the rules of grammar as they learn the language. Some of these rules are not taught explicitly, and others are. Often when learning language intuitively children apply rules inappropriately at first. But even after successfully navigating the rule for a while, at times, explicitly teaching a child a grammar rule may cause them to make mistakes they had previously not been making. For instance, two- to three-year-old children may say “I goed there” or “I doed that” as they understand intuitively that adding “ed” to a word makes it mean “something I did in the past.” As the child hears the correct grammar rule applied by the people around them, they correctly begin to say “I went there” and “I did that.” It would seem that the child has solidly learned the grammar rule, but it is actually common for the developing child to revert back to their original mistake. This happens as they overregulate the rule. This can happen because they intuitively discover the rule and overgeneralize it or because they are explicitly taught to add “ed” to the end of a word to indicate past tense in school. A child who had previously produced correct sentences may start to form incorrect sentences such as, “I goed there. I doed that.” These children are able to quickly re-learn the correct exceptions to the -ed rule. Vygotsky and Language DevelopmentLev Vygotsky hypothesized that children had a zone of proximal development (ZPD). The ZPD is the range of material that a child is ready to learn if proper support and guidance are given from either a peer who understands the material or by an adult. We can see the benefit of this sort of guidance when we think about the acquisition of language. Children can be assisted in learning language by others who listen attentively, model more accurate pronunciations and encourage elaboration. For example, if the child exclaims, “I’m goed there!” then the adult responds, “You went there?” Children may be hard-wired for language development, as Noam Chomsky suggested in his theory of universal grammar, but active participation is also important for language development. The process of scaffolding is one in which the guide provides needed assistance to the child as a new skill is learned. Repeating what a child has said, but in a grammatically correct way, is scaffolding for a child who is struggling with the rules of language production. Private SpeechDo you ever talk to yourself? Why? Chances are, this occurs when you are struggling with a problem, trying to remember something or feel very emotional about a situation. Children talk to themselves too. Piaget interpreted this as egocentric speech or a practice engaged in because of a child’s inability to see things from other points of view. Vygotsky, however, believed that children talk to themselves in order to solve problems or clarify thoughts. As children learn to think in words, they do so aloud before eventually closing their lips and engaging in private speech or inner speech. Thinking out loud eventually becomes thought accompanied by internal speech, and talking to oneself becomes a practice only engaged in when we are trying to learn something or remember something, etc. This inner speech is not as elaborate as the speech we use when communicating with others (Vygotsky, 1962).
Figure 5. Vygotsky’s zone of proximal development represents what a student can learn with the proper support. Vygotsky’s theories do not just apply to language development but have been extremely influential for education in general. Although Vygotsky himself never mentioned the term scaffolding, it is often credited to him as a continuation of his ideas pertaining to the way adults or other children can use guidance in order for a child to work within their ZPD. (The term scaffolding was first developed by Jerome Bruner, David Wood, and Gail Ross while applying Vygotsky’s concept of ZPD to various educational contexts.) Educators often apply these concepts by assigning tasks that students cannot do on their own, but which they can do with assistance; they should provide just enough assistance so that students learn to complete the tasks independently and then provide an environment that enables students to do harder tasks than would otherwise be possible. Teachers can also allow students with more knowledge to assist students who need more guidance. Especially in the context of collaborative learning, group members who have higher levels of understanding can help the less advanced members learn within their zone of proximal development. The following video shows how Vygotsky’s theory applies to learning in early childhood: 30 Million Word GapTo accomplish the tremendous rate of word learning that needs to occur during early childhood, it is important that children are learning new words each day. Research by Betty Hart and Todd Risley in the late 1990s and early 2000s indicated that children from less advantaged backgrounds are exposed to millions of fewer words in their first three years of life than children who come from more privileged socioeconomic backgrounds. In their research, families were classified by socioeconomic status, (SES) into “high” (professional), “middle” (working class), and “low” (welfare) SES. They found that the average child in a professional family hears 2,153 words per waking hour, the average child in a working-class family hears 1,251 words per hour, and an average child in a welfare family only 616 words per hour. Extrapolating, they stated that, “in four years, an average child in a professional family would accumulate experience with almost 45 million words, an average child in a working-class family 26 million words, and an average child in a welfare family 13 million words.” The line of thinking following their study is that children from more affluent households would enter school knowing more words, which would give them advantage in school. Hart and Risley’s research has been criticized by scholars. Critics theorize that the language and achievement gaps are not a result of the number of words a child is exposed to, but rather alternative theories suggest it could reflect the disconnect of linguistic practices between home and school. Thus, judging academic success and linguistic capabilities from socioeconomic status may ignore bigger societal issues. A recent replication of Hart and Risley’s study with more participants has found that the “word gap” may be closer to 4 million words, not the oft-cited 30 million words previously proposed. The ongoing word gap research is evidence of the importance of language development in early childhood.
Watch as Dr. John Gabrieli, from the MIT McGovern Institute for Brain Development explains how early language exposure affects language development. His research uses the current technology to correlate home language experiences with brain function. They determined that the number of conversational turns was more important to development in Broca’s area (brain region linked to speech production) than the number of words heard or the family’s socioeconomic status.
Read this article to learn more about common linguistic mistakes that children make and what they mean: 10 Language Mistakes Kids Make That Are Actually Pretty Smart.
animism: the belief that inanimate objects are capable of actions and have lifelike qualities artificialism: the belief that environmental characteristics can be attributed to human actions or interventions autism: a developmental disorder affecting communication and behavior centration: the act of focusing all attention on one characteristic or dimension of a situation, while disregarding all others egocentricism: the tendency of young children to think that everyone sees things in the same way as the child fast-mapping: a word-learning process in which new words are rapidly learned by making connections between new words and concepts already known irreversibility: when a person is unable to mentally reverse a sequence of events operations: the term used by Piaget to mean the logical rules that children develop with time overregulation: a process in learning a language in which children overgeneralize rules to words where the rule is not applicable preoperational stage: the second stage in Piaget’s theory of cognitive development; describes the development in children ages 2-7 private speech: speech that a child says aloud, but which is not meant to be part of communication with anyone else syncretism: the tendency to think that if two events occur simultaneously, one caused the other theory of mind: the understanding that the mind holds people’s beliefs, desires, emotions, and intentions. One component of this is understanding that the mind can be tricked or that the mind is not always accurate transductive reasoning: a failure in understanding cause and effect relationships which happens when a child reasons from specific to specific; drawing a relationship between two separate events that are otherwise unrelated zone of proximal development: the range of material that a child is ready to learn if proper support and guidance are given from either a peer who understands the material or by an adult |
When teachers adjust their level of support and guidance to the level of skill of the student This is what Vygotsky referred to as _______ group of answer choices?
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