如果在近端发育区进行学习，则只需要少量的帮助。如果给予太多帮助，孩子可能只学会嘲笑老师而不是独立掌握这个概念。脚手架是指为试图在近端发育区学习新事物的学习者提供的支持。这种支持可能包括工具，实践活动或直接指导。当学生第一次开始学习新概念时，老师会提供很多支持。随着时间的推移，支持逐渐减少，直到学习者完全掌握新的技能或活动。就像在施工完成时从建筑物中移除脚手架一样，一旦掌握了技能或概念，就会移除教师的支持。学骑自行车提供了一个简单的脚手架示例。起初，孩子将骑自行车带有训练轮，以确保自行车保持直立。接下来，训练轮将脱落，父母或其他成年人可以骑在自行车旁边帮助孩子转向和平衡。最后，成年人一旦独立骑行就会离开。脚手架通常与近端发育区一起讨论，但维果茨基本人并没有使用该术语。脚手架的概念在20世纪70年代被引入，作为维果茨基思想的扩展。
英国邓迪大学教育dissertation代写：近端发育区
If you are learning in the proximal developmental area, you only need a small amount of help. If you give too much help, your child may only learn to laugh at the teacher instead of mastering the concept independently. Scaffolding is the support provided to learners who are trying to learn new things in the near-developmental area. This support may include tools, hands-on activities or direct guidance. When a student starts to learn a new concept for the first time, the teacher will provide a lot of support. Over time, support is gradually reduced until the learner fully masters new skills or activities. Just as the scaffolding is removed from the building at the completion of the construction, the teacher’s support is removed once the skills or concepts are mastered. Learning to ride a bicycle provides an example of a simple scaffolding. At first, the child will ride a bicycle with a training wheel to ensure that the bicycle remains upright. Next, the training wheel will fall off and parents or other adults can ride on the bike to help the child turn and balance. Finally, adults will leave once they ride independently. Scaffolding is usually discussed with the proximal developmental area, but the term is not used by the Vygots basics. The concept of scaffolding was introduced in the 1970s as an extension of Vygotsky’s thinking.