James Wertsch, a Vygotsky scholar at Washington University in St. For a discussion of similar concerns about scaffolding from a constructivist perspective, see Catherine Twomey Fosnot, "Constructivism: A Psychological Theory of Learning," in Fostnot, ed., Constructivism: Theory, Perspectives, and Practice (Teachers College Press, 1996), esp. Gay Ivey, "Texts That Matter," Educational Leadership, March 2010, p. I discuss the limits of individualism in two books, one that explores the idea of altruism ( The Brighter Side of Human Nature) and another that challenges the ubiquitous, ferocious attacks on "helicopter parenting" ( The Myth of the Spoiled Child).ģ. However, Vygotsky's concept of the "zone of proximal development" is related to, and probably helped to inspire, the notion of scaffolding Bruner was certainly quite familiar with Vygotsky's work.Ģ. mention Vygotsky in the article where they introduced it. The concept is sometimes attributed to the early twentieth-century Russian psychologist Lev Vygotsky, but as far as I can tell, he never used the word - nor did Bruner et al. * Above all, the process of devising appropriate scaffolding would not displace the more important task of working with students to devise a thoughtful, question-based, learner-centered curriculum that involves understanding ideas from the inside out.ġ.It would involve suggesting new possibilities for learners to consider, helping them to "take an active, inventive role and reconstruct the task through their own understanding" rather than just "passively absorb the strategies of the adult," as the early- childhood educator Anne B.The support would change along with the learner's understanding-which means changes in the type of support, not just in the amount, frequency, or duration.It would be done in such a way as to respond to each student's needs rather than being presented as one-size-fits-all assistance-for example, by assigning the same (scaffolded) task to everyone. ![]() ![]() It would allow for the possibility of collaboration among students rather than assuming each must eventually complete all tasks alone. ![]()
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