There is no doubt that currently the most effective scaffolding is one-to-one interaction of a highly qualified tutor with the learner. The term scaffolding in education is a metaphor emphasizing that, like scaffolding in construction, it is a temporary structure removed upon attainment of the goal. In that context, the term scaffolding is now widely used to refer to interactive support provided to learners that enables their progress through the ZPD and finally results in adding a new skill to the area in which the learner can work independently. Original works of Vygotsky as a psychologist were focused mostly on the first of these directions and also on the cultural-historical aspect of learning.ДЄpplied interests of pedagogy are more related to the other two directions listed above. вЂ“ Incorporating technology as a means of support in a learnerвЂ™s proximal development вЂ“ Developing effective pedagogical strategies for aiding learning within the ZPD вЂ“ Identifying the zone of proximal development for diverse learners The concept of ZPD turned out to be extremely stimulating for research and development in various directions, for example: The aided activities in the transition zone result in expanding the learnerвЂ™s competence to include a new skill. For example, mastering adding/subtracting within 20 while the learnerвЂ™s competence is currently limited to adding/subtracting within 10. This model assumes that all three zones are related to the same learning objective. It was introduced by Lev Vygotsky about 90 years ago to refer to the area between what the learner can do independently and what he/she cannot do at all:

The zone of proximal development (ZPD) is a simple and powerful concept widely accepted in the educational community.

Zone of Proximal Development || Scaffolding

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