What does the term "scaffolding" refer to in Vygotsky's theory?

The term "scaffolding" in Vygotsky's theory refers to providing assistance and support in the learning process, which is fundamentally about helping learners achieve tasks that they cannot complete independently. This concept stems from Vygotsky's idea of the Zone of Proximal Development (ZPD), where the distance between what a learner can do alone and what they can achieve with guidance is addressed through varied levels of support. By offering appropriate assistance—such as hints, encouragement, or teaching strategies—educators can help learners build skills progressively and gain confidence in their abilities. This process encourages cognitive development and enables learners to eventually perform tasks independently, reflecting the core intent behind scaffolding in educational settings.

The other options, while related to educational strategies, do not fully capture the essence of scaffolding. Building cognitive structures addresses cognitive development but lacks the emphasis on support during the learning process. Assessing prior knowledge is important in understanding a learner's starting point, but it does not pertain specifically to the ongoing support provided during instruction. Creating a structured learning environment is beneficial, yet it does not define scaffolding, which focuses specifically on how support is offered to facilitate learning.