In the early childhood sector, the term ‘scaffolding’, has become synonymous with the work of Lev Vygotsky. When asked what theories drive their practice, a common answer I hear from educators is Vygotsky’s theory of scaffolding. But it might surprise some to learn that Vygotsky never actually used this word in his writings, instead it was a term coined by Jerome Bruner some 40 years after Vygotsky’s passing and it isn’t exactly the same thing. However to fully understand what scaffolding really is, it is helpful to explore Vygotsky’s work on the Zone of Proximal Development (something much less commonly spoken about) which provided the foundation for the method Bruner later promoted (Gonulal, Talip & Loewen Shawn, 2018). So let’s explore what exactly scaffolding is and how to practice it effectively as educators.
Vygotsky’s Zone of Proximal Development
In his work Vygotsky placed great emphasis on the role of the teacher. He believed the most effective learning would happen when a teacher worked within the child’s potential for learning. That is to say, we should look at what the child is able to do alone, what they are unable to do alone and find the area in between. The area in which a child could participate with assistance from a supporting adult. Vygotsky called this the Zone of Proximal Development (ZPD), and referred to the supporting adult as the More Knowledgeable Other (McLeod, 2019). However, he believed that the assistance given to the child would come in the form of oral direction or collaborative dialogue as he named it. Vygotsky was a proponent of the importance of language and viewed it as a precursor to learning.
Bruner’s Method of Scaffolding
In direct contrast to Vygotsky, Bruner believed (more like Jean Piaget) that the child learnt most effectively if they acquired information themselves, placing less emphasis on the importance of instructional dialogue. However, like Vygotsky, he did conclude that learning happens within a social context and believed the teacher was an important facilitator of learning (Dastous, 2004). He also agreed with Vygotsky in woking within the child’s Zone of Proximal Development and theorised the best learning happens when educators recognise the child’s potential for learning and provide experiences which enhance their skills and knowledge in the given area. This is where scaffolding comes in. Bruner maintained that educators should scaffold the learning by adjusting the experience, changing the limitations to freedom within the experience, modelling or giving cues to the child to enhance their learning, only when necessary (Gonal et.al., 2018). This is an important distinction to make, as Vygotsky viewed the teachers role as much more consistently involved through verbal instruction. Bruner’s theories are almost like a wonderful drawing together of both Vygotsky and Piaget.
What the EYLF says
The revised Early Years Learning Framework (Department of Education, 2022, p.68) defines scaffolding as “the educators’ decisions and actions that build on children’s existing knowledge and skills to enhance their learning, development and wellbeing”. This is a good definition to work from and succinctly sums up both Vygotsky’s ZPD and Bruner’s scaffolding, although perhaps could place a little more emphasis on finding the potential for learning, rather than simply referring to existing skills.
So what does all this mean? To effectively practice scaffolding, educators must have a good understanding of the children, their current skills, and the area in which they show a likelihood for further skill building and growth. They can then use this knowledge to design rich experiences which challenge the child’s existing skill set, through the careful selection of materials and resources. Finally, as the child moves through the experience the educator can observe how the child interacts and adjust the materials available, the limits of the experience, and engage with child through modelling, questioning and interacting to ensure best outcomes are met. If you do all this, congratulations, you are both effectively practising the method of scaffolding and working within the child’s Zone of Proximal Development.
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References
Dastous, M. (2004) Bruner vs. Vygotsky: An analysis of Divergent Theories. Dastous US. Retrieved 15th Feb from https://www.dastous.us/pro_portfolio/graduate/Bruner%20and%20Vygotsky.pdf
Department of Education. (2022). Belonging, being and becoming: The early years learning framework for Australia V2.0. Australian Children's Education & Care Quality Authority. Retrieved 15th Feb From: https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
Essays, UK (2018) Bruner Scaffolding Theory Lecture. UK Essays. Retrieved 8th Feb From: https://www.ukessays.com/lectures/education/approaches/constructivism-3/?vref=1
Gonlal, Talip & Loewen, Shawn (2018). Scaffolding Technique. The TESOL Encyclopaedia of English Language Teaching. John Wiley & Sons, New Jersey: US Retrieved 15th Feb From: https://www.researchgate.net/publication/322751945_Scaffolding_Technique
McLeod, S. (2019) The Zone of Proximal Development and Scaffolding. Simply Psychology. Retrieved 23rd Feb From: https://www.simplypsychology.org/Zone-of-Proximal-Development.html