, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
1. Read the case study below, and answer the questions that follow. Some of the questions
require you to think critically, in applying your knowledge about a theory. It is a valuable
exercise to test your own capabilities first, before seeking answers elsewhere.
1.1 Scaffolding (Vygotsky)
1.1.1 Explain what is meant by scaffolding and the zone of proximal development (ZPD).
According to the IPS1501 Study Guide, the zone of proximal development (ZPD) is “the area
between that which children can accomplish independently and what they can accomplish with the
help of more knowledgeable others like adults and peers” (IPS1501, Study Guide, p. 20). It indicates
the range of tasks between a learner’s actual development and their potential development.
Scaffolding refers to the assistance provided by more knowledgeable others (such as teachers or
peers) to help learners progress through their ZPD and reach their potential. This support is gradually
reduced as the learner becomes more competent (IPS1501, Study Guide, p. 20). In essence,
scaffolding is the temporary guidance that enables a learner to achieve a task they could not
complete alone.
1.1.2 Using the case study, describe two ways the teacher can scaffold Thabo’s learning.
Modelling and breaking down tasks: The teacher can demonstrate how to complete a specific task
(e.g., solving a maths problem or writing a paragraph) and then break it into smaller, manageable
steps. Since Thabo “struggles to complete tasks independently and often waits for help from the
teacher” (IPS1501, Case Study), the teacher can work through the first step with him, then gradually
reduce assistance as Thabo gains confidence. This aligns with Vygotsky’s idea that “more
knowledgeable others assist with cognitive development by helping learners to work through their
ZPD to reach their potential” (IPS1501, Study Guide, p. 20).
Using peer support and cooperative learning: The teacher can pair Thabo with a supportive, patient
peer who speaks his home language or can help explain instructions. Because Thabo “finds it
difficult to make friends and is often teased because he speaks a different home language” (IPS1501,
Case Study), careful pairing in a non-threatening, small-group activity can provide social scaffolding.
As noted in the study guide, “social interaction with adults such as parents and teachers will thus
help children to learn… social interaction with more competent peers also assists” (IPS1501, Study
Guide, p. 21). The teacher should monitor the interaction to ensure it is positive and gradually
encourage Thabo to participate more independently.
1. Read the case study below, and answer the questions that follow. Some of the questions
require you to think critically, in applying your knowledge about a theory. It is a valuable
exercise to test your own capabilities first, before seeking answers elsewhere.
1.1 Scaffolding (Vygotsky)
1.1.1 Explain what is meant by scaffolding and the zone of proximal development (ZPD).
According to the IPS1501 Study Guide, the zone of proximal development (ZPD) is “the area
between that which children can accomplish independently and what they can accomplish with the
help of more knowledgeable others like adults and peers” (IPS1501, Study Guide, p. 20). It indicates
the range of tasks between a learner’s actual development and their potential development.
Scaffolding refers to the assistance provided by more knowledgeable others (such as teachers or
peers) to help learners progress through their ZPD and reach their potential. This support is gradually
reduced as the learner becomes more competent (IPS1501, Study Guide, p. 20). In essence,
scaffolding is the temporary guidance that enables a learner to achieve a task they could not
complete alone.
1.1.2 Using the case study, describe two ways the teacher can scaffold Thabo’s learning.
Modelling and breaking down tasks: The teacher can demonstrate how to complete a specific task
(e.g., solving a maths problem or writing a paragraph) and then break it into smaller, manageable
steps. Since Thabo “struggles to complete tasks independently and often waits for help from the
teacher” (IPS1501, Case Study), the teacher can work through the first step with him, then gradually
reduce assistance as Thabo gains confidence. This aligns with Vygotsky’s idea that “more
knowledgeable others assist with cognitive development by helping learners to work through their
ZPD to reach their potential” (IPS1501, Study Guide, p. 20).
Using peer support and cooperative learning: The teacher can pair Thabo with a supportive, patient
peer who speaks his home language or can help explain instructions. Because Thabo “finds it
difficult to make friends and is often teased because he speaks a different home language” (IPS1501,
Case Study), careful pairing in a non-threatening, small-group activity can provide social scaffolding.
As noted in the study guide, “social interaction with adults such as parents and teachers will thus
help children to learn… social interaction with more competent peers also assists” (IPS1501, Study
Guide, p. 21). The teacher should monitor the interaction to ensure it is positive and gradually
encourage Thabo to participate more independently.
