Scaffolding social and emotional learning in an elementary classroom community: A sociocultural perspective

• Qualitative study examined social practices of two elementary classrooms.
• Teacher's role to scaffold students’ social and emotional learning.
• Foregrounding the affective aspects of scaffolding learning.
• Used Vygotsky's (1978) zone of proximal development (ZPD).
• Theoretical re-conceptualization of ‘scaffolding’ using Rogoff's (1995) planes.

This qualitative study examines the social practices of two elementary classrooms to elucidate scaffolding students’ social and emotional learning through values education. The conceptual model is based on Vygotsky's (1978) sociocultural theory and the related notions of zone of proximal development (ZPD) and assisted learning. Rogoff's (1995) community, interpersonal and personal planes frame the data analysis. In the findings the teacher/researcher examines social practices that promoted a student centred approach to developing participative decision making and collaborative skills. This research contributes to understanding the critical role of emotions and relationships, where primacy is given to the affective dimensions of learning. More research is needed to develop teachers' expertise to address student's social and emotional needs though scaffolding within the ZPD.