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      <title>Vygotsy in Middle &amp; Late Childhood | Part#2 by Joseph Santiago</title>
      <link>https://padlet.com/josephs121591/1j2fd5p8wp30</link>
      <description>Aug 23 | Joseph Santiago, Chris Addison, Joshua Yeung.</description>
      <language>en-us</language>
      <pubDate>2017-08-23 15:41:40 UTC</pubDate>
      <lastBuildDate>2017-08-23 16:08:48 UTC</lastBuildDate>
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         <title>Questions</title>
         <author>josephs121591</author>
         <link>https://padlet.com/josephs121591/1j2fd5p8wp30/wish/182366492</link>
         <description><![CDATA[<div>1.) Does Vygotsky's theory on the Zone of Proximal Development <strong>differ</strong> at middle &amp; late childhood than early childhood? If so, how? <br>2.)  How is scaffolding used in learning? Is it used in college courses? </div>]]></description>
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         <pubDate>2017-08-23 16:05:16 UTC</pubDate>
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         <title>Answers</title>
         <author>josephs121591</author>
         <link>https://padlet.com/josephs121591/1j2fd5p8wp30/wish/182366837</link>
         <description><![CDATA[<div>1.) Of course, Vygotsky’s theory on the Zone of Proximal Development differ!</div><div>In early childhood, the child is more dependent on adults. Compared to the middle and late childhood, the children will begin to become less dependent on the teacher and more dependent on peers and themselves. <br>2.) Scaffolding is taught from someone of higher skill such as a professor or teacher. Whenever children become more competent with the use of gradually learning the information taught from the knowledgeable other, the use of scaffolding gradually vanishes, allowing the child to learn on their own. This also applies to how college courses essentially use scaffolding to expand our knowledge and become critical thinkers.<br><br></div>]]></description>
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         <pubDate>2017-08-23 16:06:35 UTC</pubDate>
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