CONSIDERING THE POSSIBILITY TO APPLY "SCAFFOLDING" IN THE CONTEMPORARY EDUCATIONAL PROCESS
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Abstract
"Scaffolding" is a contemporary pedagogical approach introduced by Wood et al. (1976) in their attempt to establish the most important components of teaching, based on pedagogical views of L.S. Vygotsky. Changes in the Modern Age affect the demographic profile of early childhood, which changes rapidly in the classroom, and therefore it is necessary to change our theories, ideas, and educational practice as well. A biggest debate in the field of early childhood is to define a role of an oriented teacher in the approach which places a child in the center of the educational process. Considering the essence of "scaffolding", which is based on interaction, co-construction, inter-subjectivity, and a significance of the role of an adult in maximizing the child's potentials, and the development of meta-cognition in different aspects of development (cognitive, social, emotional, physical and the language domain), we emphasize its pedagogical value and valency. Numerous contradictions of the postmodern conception of childhood point to the need for the pedagogical approach based on the wide range of intersubjectivity, which exactly implies the application of "scaffolding". By analyzing the available scientific-research material, we complete the most frequent concept of "scaffolding" in the literature, as a process in which a child has provided challenging tasks and activities in a supportive environment, which stimulate his/her ability to independently solve the problem. Accordingly, we raise the question of the possibility to integrate "scaffolding" in our educational practice, and the possibility to appropriately translate the term in Serbian language in order to facilitate its acceptance, comprehension, and the use both in educational theory and practice.
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