ABSTRACT
This chapter focuses on the concept of scaffolding. Although not used by Vygotsky himself, this concept has been long associated with the Vygotskian educational philosophy and with the concept of the zone of proximal development in particular. The chapter starts with the history of this concept and proceeds with a description of the dynamics of scaffolding. Next, the process of scaffolding is examined through a Vygotskian lens in terms of providing and then removing assistance within a child’s individual ZPD. Special attention is given to the actions of the teacher and the child that are necessary to ensure the success of scaffolding. The chapter concludes with a discussion of how scaffolding can be orchestrated in a classroom so that all children receive the optimal levels of assistance to address their respective zones of proximal development.
