1. Lev Vygotsky:
* Theory of the Zone of Proximal Development (ZPD): Vygotsky's theory emphasizes that learning happens best when children are challenged with tasks slightly beyond their current abilities, but within their potential (the ZPD). This concept forms the basis for scaffolding, where adults provide temporary support to help children reach these tasks.
* Role of social interaction: Vygotsky also stressed the importance of social interaction in learning. Scaffolding, with its emphasis on guidance and collaboration, aligns directly with this idea.
2. Jerome Bruner:
* Discovery learning: Bruner advocated for a "discovery learning" approach, where children actively construct their own knowledge through exploration and problem-solving. Scaffolding can be seen as a way to support this discovery process by providing structure and guidance.
3. David Wood, Jerome Bruner, and Gail Ross:
* Scaffolding research: In their 1976 article, Wood, Bruner, and Ross introduced the term "scaffolding" to describe the support provided by adults to children during learning. They observed how parents and teachers adapt their guidance and assistance based on the child's understanding.
4. Barbara Rogoff:
* Guided participation: Rogoff built on Vygotsky's work, focusing on how children learn through "guided participation" in activities with more knowledgeable individuals. This approach emphasizes the dynamic nature of scaffolding, where the support gradually fades as the child becomes more competent.
It's important to note that scaffolding is a concept that has evolved over time, drawing from multiple sources. While these figures contributed significantly, the practice itself has been used by educators intuitively for centuries, even without a specific term.
Today, scaffolding is a widely recognized and accepted strategy in early childhood classrooms, used to promote learning and development across different subjects and skills.