What is Scaffolding Theory?
Scaffolding is an important idea in education that helps us understand how children learn new skills and concepts through support from others. The term scaffolding comes from the building trade, where a temporary structure supports a building until it is strong enough to stand on its own. In learning, scaffolding works in the same way. It is the temporary help that an adult or a more knowledgeable peer provides to a child so that the child can achieve something that they could not yet do alone. Once the child becomes confident and capable, the support is gradually removed.
The concept of scaffolding originated from the work of Lev Vygotsky (1978), a Russian psychologist who believed that learning happens through social interaction. He suggested that children develop best when they are guided by adults or peers who help them bridge the gap between what they already know and what they are ready to learn. Later, Jerome Bruner and his colleagues, David Wood and Gail Ross, expanded on Vygotsky’s ideas, introducing the term “scaffolding” to describe this type of guided, temporary support.
Vygotsky’s Zone of Proximal Development
A key idea within scaffolding theory is Vygotsky’s Zone of Proximal Development. The Zone of Proximal Development is the distance between what a child can do independently and what they can achieve with the help of a more knowledgeable other. Vygotsky argued that learning is most effective when it takes place within this zone because the task is neither too easy nor too difficult. Instead, it presents a challenge that encourages growth and understanding.
For example, imagine a child who can build a tower of three blocks independently but struggles to balance a fourth. A practitioner might offer a hint or demonstrate how to position the block, helping the child to succeed. With this gentle support, the child achieves something they could not do alone. The learning happens within the child’s Zone of Proximal Development, and as their skill improves, the Zone of Proximal Development shifts forward, creating room for new learning challenges.
Key Features of Scaffold Practice
Guided Interaction
One of the main ways scaffolding happens is through guided interaction. This refers to the back-and-forth exchange between an adult and a child as they work together on a shared task. During guided interaction, the adult does not simply tell the child what to do. Instead, they model, question, prompt, and encourage the child’s own thinking.
For example, during a cooking activity, a practitioner might ask, “What do we need to do first?” or “What do you think will happen when we add the flour?” These open-ended questions invite the child to predict, reason, and make decisions. The adult provides structure while still valuing the child’s ideas, creating an interactive learning experience.
Guided interaction is also about responsiveness. The adult must be sensitive to the child’s level of understanding, providing more help when needed and stepping back as the child becomes more capable. This responsive support strengthens the relationship between practitioner and child, building trust and motivation for learning.
Gradual Release of Responsibility
Another essential principle of scaffolding theory is the gradual release of responsibility. This process describes how the adult’s level of support changes over time. At first, the adult may demonstrate how to do something or complete most of the task while the child observes. Next, the adult and child work together, sharing responsibility. As the child gains confidence, the adult provides less direct help, encouraging the child to take control. Eventually, the child completes the task independently.
For instance, when teaching a child to zip up their coat, a practitioner might start by doing it for them while explaining each step. Later, the adult might hold the bottom of the zip while the child pulls it up. Over time, the practitioner simply offers verbal reminders until the child can do it entirely on their own. This gradual withdrawal of support helps children to build independence and a sense of achievement.
Why Scaffolding Is Temporary
The temporary nature of scaffolding is central to the theory and to effective early years practice. Just as physical scaffolding is removed once a building is stable, educational scaffolding is taken away once a child can perform a task or apply knowledge independently. The purpose of scaffolding is not to make the child dependent on adult help, but to give them the confidence and competence to succeed on their own.
Promoting Independence
Scaffolding is temporary because its ultimate goal is to promote independence. Children need opportunities to practise skills and solve problems for themselves. If adults continue to provide support after a child has mastered a skill, the child may begin to rely on that support instead of trusting their own abilities. For example, if a practitioner always helps a child to tidy up even when they can do it themselves, the child may not develop the habit or confidence to complete the task independently. Reducing support helps children to take ownership of their learning.
Encouraging Mastery and Deep Learning
Another reason scaffolding is temporary is that it encourages mastery. When adults withdraw support at the right moment, children are challenged to recall and apply what they have learned. This independent use of knowledge deepens understanding and promotes long-term learning. A child who first learns to count with an adult’s guidance will later be able to use counting independently in other contexts, such as sharing snacks or building with blocks.
Adapting to Developmental Progress
Scaffolding must change as children develop. As their skills, confidence, and understanding grow, their Zone of Proximal Development moves forward. A child who once needed help recognising shapes may later need challenge in identifying patterns or describing properties. Practitioners must continually observe and adapt their level of support to match the child’s new stage of learning. This makes scaffolding a dynamic process that evolves with the child’s growth.
Building Confidence and Motivation
Scaffolding is temporary because it helps build children’s self-belief. Each time they accomplish something with less help, their confidence grows. Successes, no matter how small, give children a sense of pride and motivation to keep learning. For example, a child who manages to pour their own drink after practising with an adult will often feel proud and eager to try new skills independently.
Preventing Over-Dependence
Scaffolding must be withdrawn to prevent over-dependence on adults. If children are given constant help, they may stop experimenting, problem-solving, or taking risks. Over-scaffolding can limit creativity and critical thinking because the child becomes used to being told what to do. Skilled practitioners know when to step back and allow children to take control, even if mistakes happen. Mistakes are valuable learning opportunities that help children build resilience and persistence.
Supporting Internalisation of Learning
Vygotsky explained that learning moves from the social level to the individual level. At first, a child needs others to guide their actions, but over time they internalise this guidance and start to use it in their own thinking. For example, a practitioner might once remind a child to wash their hands before snack time, but eventually, the child begins to remind themselves. This shift from external to internal control shows that learning has been successfully internalised, and external scaffolding is no longer necessary.
Responding to the Dynamic Nature of Learning
Scaffolding is also temporary because learning is dynamic and responsive. Children’s understanding can change even within a single activity. An adult might offer close support at first but quickly notice that the child has grasped the concept. The practitioner then reduces assistance, allowing the child to take over. If new challenges arise, the adult can briefly reintroduce support before stepping back again. This constant adjustment ensures that learning remains at the right level of challenge and support.
Continuous Learning Journey
Finally, scaffolding is temporary because learning is an ongoing journey. Once a scaffold is removed, new ones are built for the next stage of development. For example, a child who has learned to recognise letters will later need scaffolding to blend sounds into words, and eventually to read simple sentences. Each scaffold represents a stage of progress, guiding the child towards increasing independence and mastery.
In summary, scaffolding is temporary because it is designed to promote independence, mastery, adaptability, confidence, and self-regulation. It also prevents over-dependence and supports the natural progression of learning. The removal of scaffolding is a positive step, showing that the child has internalised what they have learned and is ready for new challenges.
Scaffolding in Early Years Practice
In early years settings, scaffolding is at the heart of child-centred, play-based learning. Practitioners observe what children can already do and identify the next small steps in their development. Through language, modelling, questioning, and encouragement, they provide just enough support to help children take these steps successfully.
For example, during a counting activity, an adult might count alongside the child and pause to let them continue the sequence. Or during creative play, a practitioner might demonstrate how to mix colours and then invite the child to try for themselves. Over time, the adult’s involvement naturally decreases as the child becomes more confident.
In early years practice, scaffolding also plays a crucial role in language development. When a child says, “car go,” the adult might expand it to, “Yes, the red car is going fast!” This not only models correct grammar but also introduces new vocabulary. Such natural, supportive interactions encourage children to develop more complex speech and thinking skills.
Key Features of Effective Scaffolding
Effective scaffolding in early years practice has several important features.
It is temporary, as supports are gradually removed once the child gains confidence.
It is responsive, meaning the practitioner adapts their help to match the child’s current understanding.
It is interactive, taking place through shared attention and joint engagement.
It is stepwise, breaking complex tasks into smaller, manageable parts so that the child experiences success at every stage.
These principles help practitioners create supportive yet challenging learning environments that nurture growth and independence.
Scaffolding Through Peer Support
Scaffolding does not always come from adults. It can also occur through peer interaction, when a more experienced or confident child supports another. Vygotsky referred to this as learning from a more knowledgeable other.
For example, an older child might help a younger one read a story or work together to build a tower. Through collaboration, the less experienced child learns new skills and ideas, while the older child reinforces their own understanding by teaching. Peer scaffolding encourages cooperation, empathy, and social development as well as cognitive growth.
Nottingham Education Network 