Scaffolding in Education

Paper Summary:

The paper discusses several techniques that falls under the category of scaffolding, namely, semantic mapping, reading aloud as well as using context clues to glean meaning from a difficult sentence or passage. The paper explains the reasoning behind scaffolding that involves the classroom teacher having a strong understanding of the varying ability levels of the students. The paper emphasizes that the key concept is that the teacher gently coaxes the students outside of their comfort zone so that real learning can take place.

From the Paper:

"The concept of scaffolding is not a new idea. It has its roots in the educational theories endeavored by educational psychologist Lev Vygotsky. In Vygotsky's view of cognitive development, the adults or other partners in a child's world provide scaffolding to help children learn new information and develop more complex thinking abilities (SUNY Early Childhood Education). Vygotsky also looked at the social and cultural difference of each student to help understand how a child's learning develops. He thought that the socioeconomic status and culture of a student had a great impact on the child's cognitive skills. This belief has been echoed by later educational pioneers such as Ruby Payne."

Sample of Sources Used:

• SUNY Early Childhood Education. Two Important Ideas about Thinking from Vygotsky. Retrieved June 3, 2009, from: http://www.tsg.suny.edu/downloadfiles/vcresources/Two%20Important%20Ideas%20about%20Thinking%20from%20Vygotsky.pdf
• Estes, Thomas. 1999. Reading in Content Areas. Strategies for Learning to Read. Retrieved June 3, 2009, from: http://www.readingquest.org/edis771/semantic_maps.html

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