Oversimplified Theory: The Zone of Proximal Development & Scaffolding

The Zone of Proximal Development (ZPD) is one of those learning theories that is impossible to escape. It’s often the first concept taught in any education degree program, and, for myself and other practitioners, can be considered the bedrock definition of “teaching.” (See also: coaching, mentoring, instructing, etc.)

It’s one of those theories that once you understand it, you see it everywhere you go.

What is the Zone of Proximal Development (ZPD)?

The ZPD concept was introduced by educational psychologist, Lev Vygotsky, in the early 1930s and has been developed greatly over the past century.

When we consider a learner’s ability, we can theoretically categorize it into everything a learner can do, and everything they cannot do.

Simple and fairly self-evident, right?

Now, the ZPD appears when a more knowledgeable individual is introduced to assist the learner.

Our categories now resemble a spectrum of things a learner can do without assistance, things they can do only with assistance, and things they cannot do even with assistance.

The ZPD is the area of learning that an individual can only achieve with support and guidance.

ZPD Example

I’ve generally always been pretty good at math – an anecdote you’ll just have to take my word for. Although I earned an A in college calculus many years ago, I remember almost none of that material today.

A rough illustration of my math ability might look like this:

Now, suppose I find a tutor or even just really good online tutorials.

With a bit of support and guidance, it’s fair to assume at least a few things would come back to me relatively quickly. My ZPD might look like this:

As I continue to practice and learn within the ZPD, eventually those concepts will become things that I can accomplish on my own. In turn, concepts that were once well beyond my grasp are now approachable if I have guidance and support.

Theoretically, this is the never-ending process of teaching:

1. An infinite well of knowledge exists beyond my ability and understanding

2. A more knowledgeable individual supports me by selecting and guiding me through the concepts I’m ready for

3. I gain mastery of those concepts and no longer need support (moving them out of my ZPD).

4. I’m now capable of understanding new concepts with additional levels of depth or complexity with support (moving them into my ZPD)

5. Repeat ad inifinitum

The, perhaps unprofound, implication is that learners develop skill more quickly and more thoroughly when they receive guidance and support.

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Scaffolding

Before discussing theory application, it’s necessary to also introduce scaffolding – a concept so closely tied to ZPD that mentioning one without the other is like holding back a sneeze.

Scaffolding theory was introduced by cognitive psychologist, Jerome Bruner, in the late 1950s.

What is Scaffolding?

If we consider ZPD to be the “what” of teaching, then we might consider scaffolding theory to be the “how.”

ZPD = Things a learner can do with support and guidance from a more knowledgeable individual

Scaffolding = The support and guidance provided

The form of the support is nearly limitless, especially in our modern day, and may include practice exercises, technology, templates, demonstrations, coaching, etc., etc.

Scaffolding example:

Consider a child learning how to ride a bike. Starting out, actually riding a bike is far outside their ZPD, so we need scaffolding to get them there. The flow might look like this:

1. Riding a tricycle

2. Riding a bike with training wheels

3. Raising the training wheels to have less contact with the ground

4. Riding with a parent (i.e. instructor) stabilizing when necessary

5. Riding a bike

One more caveat

In order for a support/guidance to be “scaffolding,” it must be temporary. Similar to building construction, once the scaffolding has served its purpose in the development, it should be removed; otherwise, it is a de facto component of the structure.

How do we apply ZPD and Scaffolding Theory?

I mentioned at the top of the article that I subscribe to the perspective that ZPD and Scaffolding Theory aren’t so much tools to be used, but rather, descriptions of what teaching fundamentally is.

So in a sense, you can’t not use it.

If you’ve successfully taught anyone anything, then you’ve applied the foundational aspects of this theory, my friend.

Now, there is something to be said about the degree of our application. The common misstep involves providing scaffolding outside the ZPD. That is to say, scaffolding learners don’t need because they can achieve the task without support OR scaffolding still so far beyond the learner’s ability that it doesn’t actually support them in a meaningful way.

Selecting effective types and timing of the scaffolding is a never-ending practice in the field of education, but that’s a discussion for another time.

Instead, I’ll wrap up by sharing the shorthand method I learned in my Master’s program:

Quick-and-Dirty Scaffolding

In general, effective scaffolds will move a learner along a spectrum of experiences that range from low complexity/realism to high complexity/realism.

So when I’m designing a learning solution, at some point I ask myself the following:

1. What support can I provide that slightly reduces the complexity/realism of the target behavior?

2. Will learners be able to use this support with what they know today?

3. If not, what support can I provide that reduces the complexity/realism yet again?

We continue this exercise until we have activities/supports that can reach the learner’s ability level, and then we guide them step by step to the target behavior.

(Here’s an article with examples of this method)

It’s rudimentary, but its simplicity makes it easy to use in fast-paced environments and belies its reliable effectiveness.