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Scaffolding in Learning

Chapter · January 2020

DOI: 10.1007/978-3-319-16999-6_1350-1

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S

Scaffolding in Learning include demonstrating how the task is done,

explaining the overall goal, and helping with the
Natalie Spadafora1 and Taylor Downes2 most complex parts of the task. In general, this is
1
Department of Child and Youth Studies, Brock how most parents teach their children throughout
University, St. Catharines, ON, Canada their lives, and this type of teaching has also been
2
Department of Education, Brock University, adopted into educational settings. Through scaf-
St. Catharines, ON, Canada folding, the learner may start by requiring exten-
sive help and then less and less support until they
are able to complete the task on their own. It is
Synonyms vital for the more knowledgeable individual to
instruct, model appropriately, and use questions
Instruction; Learning process; Modeling; Progres- to assist and to provide feedback (Sanders and
sion; Zone of proximal development Welk 2005).

Definition Development of Scaffolding

A process in which more competent people pro- Over the last century, the concept of scaffolding
vide a temporary framework that supports chil- has been defined, strategized, and implemented
dren’s thinking at a higher level than children both organically and purposefully into many
could manage on their own. learning environments. Historically, scaffolding
derived from the work of tutors, whose main
focus was to deliver information as well as con-
Introduction tent, to assist the learner in understanding a topic
(Wood et al. 1976). Child development theorists,
Scaffolding is a method of teaching, where a more Albert Bandura and Lev Vygotsky, explored this
knowledgeable individual provides a framework process of learning through scaffolding using two
that allows a less knowledgeable individual to be different frameworks.
able to think at a higher level than they would First, Bandura (1989), using social cognitive
have been able to on their own. The goal is for the theories, believed that the environment was a cru-
less knowledgeable individual to eventually be cial aspect in the way people learn, as we use
able to think at that level or complete a specific attention, retention, repetition, and motivation to
task on their own. Giving this framework can observe our surroundings, behaviors, and
© Springer Nature Switzerland AG 2020
T. K. Shackelford, V. A. Weekes-Shackelford (eds.), Encyclopedia of Evolutionary Psychological Science,
https://doi.org/10.1007/978-3-319-16999-6_1350-1
2 Scaffolding in Learning

information in front of us. We observe learning in Parental Scaffolding

several types of environments: a classroom, at
home, or on a playground. It is through the Scaffolding is often the way in which parents
abovementioned learning processes that we pay teach their children from a very young age. Adults
particular attention to the information we observe tend to model behavior, helping children with
and retain what we are interested in or what con- tasks a lot at first, assisting them less and less
nects to us. Through repetition, the information until they are able to complete the task on his or
moves from our working memory to our long- her own. Research has consistently found positive
term memory, and finally, intrinsic and extrinsic effects between parental scaffolding and the abil-
motivation to succeed and achieve, allows us to ities of the child. For example, a study by Ham-
push into more difficult learning scenarios mond and Carpendale (2015) found that parental
(Bandura 1989). scaffolding of children’s participation in chores
On the other hand, Vygotsky theorized that our was significantly correlated with that child’s will-
learning derives from exchanges we have with our ingness to help. It is therefore important to con-
own cultural groups and when we learn informa- sider that the role of parents when it comes to
tion, we need it to connect to our pre-existing scaffolding is not only for academic tasks (e.g.,
knowledge and social experiences to make better helping with homework) but also daily tasks and
sense of it (Vygotsky et al. 1980). Vygotsky chores. With these social frameworks in mind,
believed that knowledge construction happens parents should consider the impact of modeling
when the individual learner interacts with others positive actions and instructing children step by
around them. According to Vygotsky, the basis of step. Further, research has also found significant
learning is in interacting with other people with a effects with parental scaffolding and improved
focus on social interaction, the more knowledge- executive functioning and problem-solving abili-
able other, and the zone of proximal development. ties of the child (Hammond et al. 2012). Parents
The zone of proximal development is the differ- who effectively used scaffolding tended to have
ence between what a learner can do without help children with improved problem-solving abilities.
and what the learner can do with guidance from a Moreover, a study by Neitzel and Stright (2003)
more knowledgeable individual. Through guid- concluded that parental scaffolding is the basis for
ance and collaboration, this is where students the self-regulatory competence of the child and is
learn to build on what they already know to associated with both problem-solving skills and
achieve a higher level of understanding or further academic self-regulation. In other words, children
knowledge (Black and Allen 2018). This is where were found to have improved self-regulatory abil-
scaffolding comes in, as it is the process of ities when their parents effectively used scaffold-
teachers demonstrating how to solve a problem ing when teaching them how to do things. Overall,
and then taking a step back and offering support research seems to support that parental scaffold-
when needed. In other words, the basis of higher- ing is not only important for tasks at home but can
order learning is when a child or person interacts also impact the child’s behavior in an academic
with someone who has more knowledge than him setting.
or her (Sanders and Welk 2005). The learner must
master tasks in stages and expand on prior knowl-
edge with each stage progression. This is often Scaffolding in the Classroom
seen from early on in development, with children
from a young age being shown how to complete Scaffolding is an important skill for educators to
basic tasks from their parents or caregivers. utilize within a classroom setting. Mercer (2013)
argues that the best strategies for scaffolding are
through appropriation of information, co-con-
struction of information, and transformation of
an individual’s reasoning or understanding.
Scaffolding in Learning 3

While these strategies are within the framework (5) Control frustration while keeping the learning
discussed, these newer strategies also tend to responsible for the task.
focus on the collaborative aspects of scaffolding, (6) Demonstrate or model solutions.
rather than the individual retention and delivery of
knowledge (Mercer 2013). Further, Black and (Wood et al. 1976 as cited in Black and Allen
Allen (2018) explain that the best type of infor- 2018, p. 82).
mation to work with when scaffolding are real-life
problems, as students need to be able to relate to
the information. When students collaborate with
Limitations of Scaffolding and
information from real-world experiences or
Recommendations to Use It Effectively
events, they are able to engage and apply that
knowledge to different scenarios and the knowl-
It is important to consider that while scaffolding
edge and skills can therefore become more trans-
can have many positive effects to children, the
ferable (Black and Allen 2018). The use of strong
results of scaffolding in an educational setting
questioning can help the student move between
are only as good as the delivery of the model.
zones of development (i.e., progressing from what
For as many scaffolding strategies as there are,
they don’t know to having said knowledge) as
there are equally as many drawbacks to the pro-
students begin to think about what they know,
cess ranging from interactions with groups to the
the perspective they want to take, and how to
delivery of the scaffolding process. First, collab-
apply that knowledge to other problems or expe-
oration and group work are skills that need to be
riences (Black and Allen 2018). It is also impor-
taught, as most students do not have the natural
tant to randomly assign students to different
ability to effectively communicate ideas to reach a
groups to work together. If students are not placed
higher level of learning or to push through the
in groups with differing perspectives, it is unlikely
next circle of the zone of proximal development
that the questions will challenge their pre-existing
(Black and Allen 2018). Mercer (2013) argues
way of thinking and allow them to build from their
that argumentation is a key skill in collaborative
prior knowledge to transform their learning, ulti-
scaffolding, and if students are not taught to crit-
mately enhancing their ability to transfer higher-
ically discuss perspectives and opinions, they will
level information from one environment to
not develop the transformative process necessary
another (Black and Allen 2018).
for true scaffolding to occur. Next, adults choos-
As scaffolding has moved from tutoring to
ing to use scaffolding should be aware that placing
being integrated into classrooms, teachers and
students in homogeneous groups to collaborate is
researchers have developed several strategies as
not necessarily the most effective, as students tend
to best implement a scaffolded learning environ-
to share similar perspectives and experiences;
ment. Strategies for scaffolding range from the
they likely will not formulate higher-order ideas
process of implementation to the specific content,
or be challenged by multiple perspectives (Black
to reflection, and to questioning afterwards.
and Allen 2018). Lastly, modeling is a large com-
According to Wood et al. (1976), there are six
ponent of successful scaffolding. If modeling is
keys strategies to effective scaffolding:
rushed or not personalized by being simplified for
each learner, students will likely not reach their
(1) Recruit interest in and adherence to require-
potential for expanding their knowledge and
ments of the task.
building the transferrable skills necessary for suc-
(2) Simplify the task by reducing the number of
cessful collaboration and application of their
actions.
learning in multiple contexts (Black and Allen
(3) Maintain direction by motivating the learner
2018).
to stay on task.
(4) Mark critical features by accentuating the
most important parts.
4 Scaffolding in Learning

Conclusion References

Overall, scaffolding is an important concept for Bandura, A. (1989). Human agency in social cognitive
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can have positive effects on child development, psychology, part 5: Learning is a social act. The Refer-
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dren help: The relation between maternal scaffolding
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more critically and advance their knowledge
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to successfully transition the information and directed collective thinking: A social conception of
skills outside of the individual scenario is limited. cognition and its implications for understanding how
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Children naturally learn through social interac-
48(3), 148–168.
tions around them, and therefore it is important Neitzel, C., & Stright, A. D. (2003). Mothers’ scaffolding
to ensure that these interactions are positive and of children’s problem solving: Establishing a founda-
helpful in the learning of the child. tion of academic self-regulatory competence. Journal
of Family Psychology, 17(1), 147–159.
Sanders, D., & Welk, D. S. (2005). Strategies to scaffold
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Cross-References Vygotsky, L. S., Cole, M., John-Steiner, V., & Souberman,
E. (1980). Mind in society: The development of higher
▶ Child-Centered Learning psychological processes. Cambridge: Harvard Univer-
▶ Learning sity Press.
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▶ Learning vs. Imitation tutoring in problem solving. Child Psychology & Psy-
▶ Social Learning chiatry & Allied Disciplines, 17(2), 89–100. https://doi.
▶ Social Learning and Social Cognition org/10.1111/j.1469-7610.1976.tb00381.x.

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