본 연구는 아동이 ‘설날은 언제인가요?’라는 질문을 중심으로 아동의 ZPD 영역에서 Scaffolding을 통한 지식구성과정을 확인하고 분석하였다. 분석 내용은 아동의 질문을 중심으로 학습목표에 도달하는 과정을 큰 ZPD라고 했을 때, 그 과정에서 작은 ZPD-1에서 작은 ZPD-4까지가 생성되었다. 본 연구에서의 논의는 첫째, Scaffolding의 목표에 대한 이론적 정립 둘째, Scaffolding의 종류에 대한 이론적 정립을 시도하였으며 셋째, Scaffolding의 유형과 ‘상징화 주기’전략과의 관계에 대해 문제제기 하였으며 넷째, 이론과 실제와의 조화에 대해 논의하였다. 본 연구의 결론은 첫째, Scaffolder는 아동중심적 교육관의 소유자여야 하며 둘째, 성공적인 Scaffolding에는 유효한 구성요소가 있어야 하며 셋째, 하나의 큰 ZPD 속에 작은 ZPD가 생성됨으로써 보다 효과적인 지식구성의 과정으로 나아갈 수 있다는 것이다.

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  The purpose of this study is to find out how children construct and explore knowledge. The process of constructing knowledge of children scaffolded was applied to elementary school and analyzed its effect.
  The analysis was implemented based on, in the aspect of scaffolding, inter-subjectiveness, effective reaction, active listening, and distance-strategies, and in the aspect of children"s learning status, assistance by others, self-regulation, internalization, de-automatization.
  Advantages of this study are as follows.
  First, this study attempted to theorize scaffolding goal and scaffolding type.
  Second, three stages(low, middle, high) in distance orientation presented by Sigel were applied to the field.
  The results are as follows.
  First, it was verified that the analysis standards such as inter-subjectivity, effective reaction, distance strategies, and active listening are important factors for successful scaffolding.
  Second, scaffolding in ZPD is more efficiency. Appropriate scaffolding in a situation that children approximate to ZPD helped children actively acquire knowledge.
  Third, 4 sub-domains of ZPD were used. One of 4 is to understand "how to calculate next week." Sub-domain 2 includes "how to calculate last week", Third one includes "calculating the week after next," and fourth one, "how to calculate the days over 31."

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