In applying Vygotsky's theory, teachers should provide supports that are within the learner's range of ability and gradually remove them.

• A. True
• B. False
• C. Only for younger children
• D. Not important

Answer: (A)

Scaffolding within the zone of proximal development is what this item is about. In this view, teachers provide supports that fit the learner’s current abilities and help them perform tasks they can’t do alone yet. The goal is to guide the learner toward independence, so supports are gradually removed or faded as competence grows. This approach relies on social interaction—modeling, prompts, guided practice—done in a way that lets the learner take more responsibility over time. It’s not limited to younger children; the principle applies to learners of all ages. It’s also not optional; without appropriate scaffolding, many tasks stay out of reach, and removing supports too soon can stall progress. So the statement is true because it captures how scaffolding helps move learning forward by working in the learner’s zone and fading as mastery develops.