Vygotsky Scaffolding: Purpose and general elements

Vygotsky Scaffolding: Purpose and general elements

Scaffolding is the educational technique used by the teachers to provide support to the younger children for the development of skills and increase in knowledge. It can be used in any grade and across all age groups.

Purpose of the scaffolding:

Scaffolding Bromley is considering the best and effective way of teaching. Now a day’s teachers of all elementary schools adopt various forms of instructional scaffolding in their teaching techniques. Additionally, it is also used in bridging the learning gap between what students know and what they are expected to know at the given age. One of the main aims of the scaffolding is to eradicate negative feelings among the children, which emerge when they cannot compete with the other children of the same age. They tend to get frustrated, intimidated or discouraged when trying difficult tasks without assistance or understanding.

Scaffolding Bromley

5 General elements of Vygotsky Scaffolding

Vygotsky’s Scaffolding works on six general elements. It is the responsibility of each instructor to follow these elements to make them more purposeful for the students.

  1. Have a specific Goal: It is the responsibility of the instructor to set up a specific goal. Though learners’ interest must be enlisted through the instructor’s ability to communicate with the student. Before assessing a student-teacher must know the ability and skills of the student. The teacher must adopt some unique, unusual, and effective techniques to make children understand the problem quickly and easily. Always allow students’ inputs during the session, it will motivate them to learn more.
  2. Approaching the whole task: This element focus on the overall goal that can be achieved n the whole process. Each lesson is monitored according to the task. It will reduce the burden of the learner. These elements can only be used if the learner has extreme difficulty with any components skills which is required to complete the task of learning. For example, scaffolding a child would be very problematic if we asked him to read a sentence and he would not be able to understand the alphabets from A to Z. Each lesson a student learned is always related to the entire task given to him.
  3. Immediate availability for help: To control the frustration in scaffolding frequent success is important for the learner. With proper assistance and care, a student may succeed more often than earlier. It enables the learner to enhance its ability to proceed with the task. The continuous success and determination increase their motivation for self-efficiency and help them to learn faster. This procedure directly links to the first rule of scaffolding that defines as giving the learner that task which he or she is not able to do by own.
  4. Assisting focus: It is central to the process of scaffolding where the teacher has to focus on the difficult area of the learner, thereby helping students with current difficulties. By concentrating on the difficult area of the learner, a more productive environment is created.
  5. Top-notch level of the help: The learner should give enough help to overcome the current obstacle, but we should always keep in mind that the level of assistance should not impact the learners from contributing and participating in the particular task.