Scaffolding and the ZPD are

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Question restatement: The prompt is asking about the relationship between scaffolding and the Zone of Proximal Development (ZPD).
Option 1: 'linked together because as a child becomes more competent at a particular task in his or her ZPD, the level of scaffolding increases.' This is a common misconception. In Vygotsky’s theory, scaffolding is highest when a task is just beyond the learner’s independent ability and then tapers off as competence grows, so the level of scaffolding does not steadily increase with competence.
Option 2: 'steadily increasing together throughout childhood.' This implies a constant upward trajectory of scaffolding regardless of the learner’s growing mastery, which contradicts the idea that support is reduced once the learner can perform the task more independently within the ZPD.
Option 3: 'not really linked together.' The scaffolding-ZPD connection is central to the theory: scaffolding is the support provided to help a child operate within the ZPD, and as the child becomes more competent, support is withdrawn. Saying they are not linked overlooks this core relationship.
Option 4: 'linked together because as a child becomes more competent at a particular task in his or her ZPD, the level of scaffolding decreases.' This correctly captures the essence of the concept: initially high support to bridge the gap, then gradual decrease as competence increases, enabling independent performance within the ZPD.
In summary, options 1, 2, and 3 misstate how scaffolding relates to growing competence within the ZPD, whereas option 4 aligns with Vygotsky’s concept of fading scaffolding as mastery develops, reflecting the decreasing level of assistance as capability improves.

Intro to Child Psychology EXAM #4 (8-10) - PSYC 15 Child Psychology - 11/3

Scaffolding and the ZPD are

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