Importance of scaffolding.

Scaffolding is an instructional technique whereby the teacher models the desired learning strategy or task, then gradually shifts responsibility to the students. One should never undermine the role of instructional scaffolding in the learning process. Effective teaching, healthy learning environment and successful leaning all includes instructional scaffolding. Scaffolding is not a single activity or activities that happen in a single day. Scaffolding is a continuous process that is a part of all the “new” learning that happens in a learners’ life.

According to Vygotsky learning is mediated by teachers through scaffolding and tools in their environment.  Instructional scaffolding is a learning process designed to promote a deeper learning. Scaffolding is the support given during the learning process which is tailored to the needs of the student with the intention of helping the student achieve learning goals (Sawyer, 2006) 

Adults play a key role in the child’s learning. Anita woolfolk (2005) believed that cognitive development occurs through the child’s conversation and interactions with more capable members of the culture. This particular role is seen in the society by teachers and hence, teachers instructional scaffolding is vital in any of the learning process of the child.

There are a few buzz words in educational psychology that one has to know in an article focusing on scaffolding. Among the many words, Zone of proximal development (ZPD) is perhaps the most important one. “The zone of proximal development is the distance between what children can do by themselves and the next learning that they can be helped to achieve with competent assistance” (Raymond, 2000, p.176). Instructional scaffolding is required for a learner to overcome ZPD. Hence, scaffolding and ZPD are the two sides of the same coin. 

Many argues that scaffolding instruction as a teaching strategy originated from Lev Vygotsky’s socio-cultural theory and his concept of ZPD.  The scaffolding teaching strategy provides individualized support based on the learner’s ZPD (Chang, Sung, & Chen, 2002).  In scaffolding instruction a more knowledgeable other provides scaffolds or supports to facilitate the learner’s development.