What child theorist used scaffolding in his reports and what does it mean in simple terms.?

I am at collage doing pre-school practise (cpp) and need some help.

What child theorist used scaffolding in his reports and what does it mean in simple terms.?
Vygotsky.





Basically, scaffolding means building upon previous knowledge. One way to think of it is





1st level: The learner watches as the instructor (adult, teacher, older child) does something.





2ed level: They do it together.





3ed level: The instructor watches as the learner attempts it by themselves, but is there to reinstruct or assist if needed.





4th level: Learner completes the task independently.





Vygotsky also use the phrase "zone of proximal development' which refers to the period of time that the task is well suited to be learned.
Reply:The idea of "scaffolding" was developed by Lev Vygotsky. What his theory is is that if you scaffold, or support a child to the next level of development, they will be able to reach it. His theory includes the "zone of proximal development", which is the area between what a child can do now, and what they can accomplish with help. You are trying to bring a child up from the level they are currently functioning on to the next level they can't quite do yet without help.
Reply:Can't think of a particular one but try a search engine (google) typing in key words ' Educational Theorist Scaffolding' or similar.





Scaffolding simply means building on previous knowledge; when one has learned something they use that experience to learn something new.





Hope this helps, good luck with your studies.
Reply:Theorist - Vygotsky (not sure about the spelling)





Scaffolding refers to supporting a child with their developmental tasks.
Reply:Vygotsky


You can look up the theory on many sites but in the classroom, with 4 year olds it means, in practice, that you build on what they know already. So reading starts with learning the sounds, once they know 2, introduce another one etc. When they know a few join them together to make little CVC words (consonant, vowel,consonant) and so it goes on. The first thing we do when children join us is find out what they already know so we can devise an individual plan of learning for them. Keep working hard, it does get better!