ABSTRACT
This chapter discusses the theory and research underpinning the scaffolding framework. It introduces a key theory of how we think and learn, called ‘social constructivist learning theory’. The chapter considers the idea of dialogic talk and how social constructivist learning theory can be used effectively in the kind of everyday teaching and learning situations in which, as a teaching assistant (TA). It also discusses working memory, as this can often be an area of difficulty for pupils that TAs work with. Of all the ideas about how learning takes place, the one we think is best for explaining and developing TA-to-pupil talk is social constructivism. This theory was developed in the 1930s by a Russian psychologist called Lev Vygotsky. Vygotsky believed interactions had a far greater role in cognitive development. Social constructivist learning theory is of interest to people who work in education because it suggests that learning can be accelerated through interaction with others.
