As stated by Aubrey & riley (2016) Vygotsky did not instruct the role of the child within the scaffolding process and accept the notion of the child negotiating with the adult. it can be seen as being "one sided and directed by the adult”( Aubrey & riley 2016, P.54), therefore not giving the child a fair opportunity to express themselves and create their own social learning path.
Vygotsky did not take into consideration the idea of independence within children’s learning and based the ZPD around help from higher ability peers and practitioners. Through this practitioner’s could over estimate a child’s abilities which could hinder them further or underestimate the child’s abilities and they will not progress efficiently or effectively.
This
Vygotsky did not take into consideration the idea of independence within children’s learning and based the ZPD around help from higher ability peers and practitioners. Through this practitioner’s could over estimate a child’s abilities which could hinder them further or underestimate the child’s abilities and they will not progress efficiently or effectively.
This