Affordances and Constraints of Scaffolded Learning in a Virtual World for Young Children

Sociocultural Theory And Scaffolded Learning

This article is grounded in a sociocultural perspective that stresses the centrality of social and cultural resources to processes of thinking and learning. Sociocultural theory posits that a child’s mental functioning emerges from the manipulation of cultural material and development of psychological tools (Karpov & Bransford, 1995). This includes play that is mediated by tools and artifacts, as well as symbolic systems such as language. From this perspective, a space such as Webkinz World may serve multiple roles in children’s learning. For instance, the computer provides the sociocultural context for activity and interaction as well as many of the cultural artifacts and tools that are used in such activities. In addition, the computer also serves as the more capable or expert other that structures learning experiences within the virtual world. Thus, the design of such environments plays a significant role in shaping children’s learning experiences therein.