Scaffolding originated from the concept referred to as the zones of proximal development by Dr. Lev Vygotsky, a psychologist and social constructivist. The zones of proximal development are defined by the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance, or in collaboration with more capable peers (Vygotsky, p.86). He believed that when a student is in the zone of proximal development for a task with appropriate support and assistance that student will have enough support to achieve the task. This thought process has been utilized mostly in the school system with educators, but more recently has been seen as beneficial in other environments as well. When assisting a child’s learning process, the supporter is encouraged to focus on three areas that aid the child’s success. These include:
- The supporter must be more knowledgeable than the learner.
- The learner must engage in social interactions with a peer to allow the learner to observe and practice developing skills. Social interactions play a major role in developing skills because the learner seeks to understand the information modeled by the other person utilizing their mirror neurons. This process helps the learner regulate and internalize how to complete a task utilizing the peer’s mechanisms or their own.
- Scaffolding must be provided by a competent person to support the learner through the zones of proximal development.
Scaffolding originated from zones of proximal development but it is not the zones of proximal development. So what is it? Scaffolding is essentially the process in which the learner is led through the zones of proximal development and as the learner develops skills, the supporter tapers off support until the learner is able to complete the task independently.
Why does it work so well for ADHD?
Now, we know what scaffolding is and where it originated but why does this theory work so well with ADHD individuals? ADHD children struggle with executive functioning skills because they have deficits in their abilities based on their developmental age. Therefore, they need to learn skills and tools to help them effectively tap into their executive functioning skills in day to day activities. They are looking for the “how” instead of the “what” in regards to learning. They often know what to do but have no idea “how” to get to the end goal or even “how” to start. This ties into task initiation and task completion. Being able to problem solve, think flexibly, inhibit control, and hone in on working memory all take foundational skills. They need supports to learn the skills and they require someone to teach the skills to them.
In order for ADHD children to learn these foundational skills, supports must be put in place to guide development and then reduced as independence is mastered. This idea really applies to all learning and it works best when skills are guided and built upon over time— this is a concept originated by Jean Piaget. It is such a hit for the ADHD population because their EF abilities do not match their biological age of development, which in turn requires extra support to initiate, learn, and master independent skills.
At Dandelion, we can help support you with your child’s individual needs utilizing the scaffolding concepts.
Check out Part 2 next month on how to implement EF skills with scaffolding.