Scaffolding could be useful in the classroom as teachers could focus instruction on a slightly higher level than the child is capable of and can guide and mentor the child to learn until the child is no longer in need of support. The scaffolding can then be removed once the child has mastered the concept/skill.

 

In order to engage social scaffolding teachers should explain the goal of the task, demonstrate how the task should be done and help the child execute the most difficult parts. 

 

The more that instructional efforts are directed at the upper end of the child’s capabilities, the stronger the scaffolding and the better the learning. 

 

Further, children may support their peers during education via intersubjectivity – the mutual understanding that people share during communication. 

 

As children are social beings, Vygotsky suggests that for the curriculum to be developmentally appropriate, the teacher must plan activities that encompass not only what children are capable of doing on their own but what they can learn with the help of others.