In the context of developmental psychology, this term describes a process where instructors model or demonstrate how to solve a problem, and then step back, offering support as needed. This support can take various forms, such as hints, prompts, or direct assistance, gradually decreasing as the learner gains competence. An example is a teacher initially providing detailed steps for solving a complex math problem and subsequently reducing the level of assistance as students practice similar problems independently.
This instructional technique is crucial for promoting learning within a student’s zone of proximal development, the range of tasks that a learner can accomplish with guidance but cannot yet perform independently. Its benefits include fostering a sense of accomplishment, enhancing problem-solving skills, and promoting self-regulated learning. The concept, rooted in the work of Lev Vygotsky, highlights the importance of social interaction and guided participation in cognitive development. The term became integrated into educational psychology, impacting teaching practices across various subjects and age groups.
