Scaffolding and co-construction: Two modes of learning in social contexts

Abstract In this article, I highlight two modes of learning in social contexts: scaffolding and co-construction. Based on the literature, I present definitions of both and compare them in terms of commonalities and differences, making the case for a developmental transition from predominantly co-construction experiences during the preschool years to more scaffolding-type experiences in classroom environments. The developmental interplay and the nature of this transition are informed by research on parent–child reminiscing, maternal co-construction skills in conversations about emotion and attachment, and the seminal work of Peter Ornstein and colleagues on teachers’ cognitive instructional language. Recent work that shows the impact of teachers’ instructional language on children's strategic memory as early as kindergarten opens the door to investigating the transition from parental co-construction to teacher-based scaffolding. Researchers should explore this transition in detail and identify important individual differences among parent–child pairs and classroom teachers that affect that transition as children are prepared for school settings.