Vygotsky believed that children accomplish more difficult tasks when assisted by more advanced and competent individuals. Contemporary theorists, building upon Vygotsky's belief, encourage teachers to provide clues, reminders, encouragement, or examples to help children accomplish challenging tasks in instructional contexts. This is known as A. scaffolding. B. a zone of proximal development. C. a cultural tool. D. co-constructed dialogue.
Providing clues, reminders, encouragement, or examples to help children accomplish challenging tasks in instructional contexts is known as scaffolding. A scaffold supports the workers and materials while the building is being fixed. It works the same way for children. It is a way of supporting children when they are learning something challenging. This structure will be needed up to the time when the concept has been acquired.
