Wood, Bruner & Ross, 1976 - Vygotsky's Theory

Zone of Proximal Development (ZPD) and scaffolding

Method

Structured observation

Theory

• Cognitive development happens through social interaction.

• ZPD: Range between what a child can do alone vs. with help.

• Scaffolding: Temporary support provided by an expert until the child can work independently.

Aim

To observe how adults scaffold problem-solving in young children.

Sample

30 children aged 3–5 years

Procedure

• Children were asked to assemble a pyramid from wooden blocks.

• A researcher provided varying levels of help depending on the child’s ability.

Results

Most effective learning occurred when support matched the child's current level — not too much, not too little.

Conclusion

• Supports Vygotsky’s theory that social interaction and guided learning are central to development.

Strengths

• Realistic task → mimics real-world teaching.

• Supports sociocultural theory with observational data.

Limitations

• Small sample → may not generalize.

• No control group → harder to determine impact of scaffolding compared to no support.