Lev Vygotsky
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Under Jerome Bruner's Theory of Cognitive Development and Discovery Learning, an extremely important and central concept—'Scaffolding' (originally derived from Lev Vygotsky's theory and defined by Bruner as instructional support)—involves an adult or More Knowledgeable Other (MKO) providing temporary and flexible assistance to a child during the learning of a complex task. As the child's capability increases, this support is gradually reduced or withdrawn. Regarding the true psychological implications and classroom instruction for student self-regulation, effective utilization of the Zone of Proximal Development (ZPD), and the scientific operation of high-level cognitive autonomy, which of the following psychological statements is most authentic and scientifically valid?
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Detailed Explanation
Explanation
In educational psychology, Scaffolding (associated with Jerome Bruner and Lev Vygotsky's socio-cultural perspective) refers to the temporary and flexible assistance provided by a teacher or More Knowledgeable Other (MKO) to help a learner accomplish tasks beyond their current independent capacity, functioning within their Zone of Proximal Development (ZPD).
- Dynamic Nature: The support is adjusted dynamically.
- Gradual Withdrawal: As the student gains mastery and autonomy, the scaffolding is systematically faded out.
Therefore, option (b) correctly identifies scaffolding as a temporary, fading support system that promotes cognitive autonomy and maximizes ZPD.
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