It is widely known that the scaffolding
plays a very important role in the field of architecture. While it also widely used in the education which used as a teaching strategy accepted by a lot of people here. Today I will introduce it definitely for you.
Well. First let us come to the definition of it. The theory of "scaffolding" someone's efforts to learn describes how a learner can be supported to achieve a task or develop a skill. A learning scaffold usually takes the form of verbal pointers---the questions, prompts or clues given by the instructor---but written materials or physical equipment may play a part. Just as a new building is surrounded by scaffolding poles as it is being put up, so a new learner may need different kinds of support to make progress.
Next is the history of it. The term "scaffolding learning" was coined in the 1970s by the U.S. psychologist Jerome Brune. He noted tactics such as repetition, the asking of questions and the modeling of phrases for the child to complete. Bruner's work built upon that of Russian psychologist Lev Vygotsky, who described a "Zone of Proximal Development," an area of learning containing tasks too difficult for a child to master alone, but which could be managed with the guidance of someone more skilled.
The Characteristics of it are as follows. Any helpful interaction between an expert and a novice could be described as scaffolding. But for Vygotsky and Bruner, social interaction, the dialogue between expert and novice, is the most important element. Providing a child with counting cubes might be seen as scaffolding.
A teacher's dialogue with a class aims to scaffold the learning with pointers, clues and questions. The scaffolding might also include text, such as a list of instructions, points to remember, a diagram illustrating a process or a paragraph with partially completed sentences that the children need to finish. Scaffolding theory is most strongly associated with development of language skills. For Vygotsky, speaking is the moment at which thought "emerges" or completes.
The most important point about scaffolding is that it is temporary. Elements of the scaffolding will be withdrawn by the instructor as the learner gains the knowledge, experience and skills to complete a task unaided. In Vygotsky's words, "What the child is able to do in collaboration today he will be able to do independently tomorrow."
All in all, the function of the scaffolding
is really very varies. Knowing which function it has in the education is very necessary and important for us. If you have any questions about the scaffoldings or even want to purchase them you can communicate with us through the ways below.