1. Recruiting the child's interest in the task as it is defined by the tutor.
2. Reducing the number of steps required to solve a problem by simplifying the task, so that the learner can manage components of the process and recognize when a fit with task requirements is achieved.
3. Maintaining the pursuit of the goal, through motivation of the child and direction of the activity.
4. Marking critical features of discrepancies between what a child has produced and the ideal solution.
5. Controlling frustration and risk in problem solving.
6. Demonstrating an idealized version of the act to be performed.
From Rogoff, 1990, p. 94
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive
development in social context. New York: Oxford University Press.
Original notion of scaffolding was
offered in
Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in
problem solving. Journal of Child psychology and Psychiatry, 17, 89-100.