the concepts of Cognitive Evolutionary Pressure and Cognitive Empathetic Resonance to provide a theoretical underpinning for how and why the zone of proximal development arises, and this also has implications for how scaffolding can best be used. Challenges Scaffolding in education does have some boundaries. One of the largest hurdles to overcome when providing ample support for student learning is managing multiple students. While scaffolding is meant to be a relatively independent process for students, the initial phase of providing individual guidance can easily be overseen when managing large classrooms. Thus, time becomes a critical factor in a scaffolding lesson plan. In order to accommodate more learners, teachers are often faced with cutting parts of lessons or dedicating less time to each student. In turn, this hastened class time might result in loss of interest in students or even invalid peer-teaching. Cognitive abilities of the student also play a significant role in the success of scaffolding. Ideally, students are able to learn within this zone of proximal development, but this is often not the case. Recognizing students' individual abilities and foundation knowledge can be a challenge of successful scaffolding. If students are evidently less prepared for this learning approach and begin to compare themselves to their peers, their self-efficacy and motivation to learn can be hindered. These hurdles of scaffolding and the zone of proximal development are important to acknowledge so that teachers can find solutions to the problems or alter their teaching methods. See also Constructivism (learning theory) Cultural-historical activity theory (CHAT) Curse of knowledge Educational psychology Four stages of competence Shuhari Social constructivism (learning theory) Sociocultural theory References Sources Chaiklin, S. (2003). "The Zone of Proximal Development in Vygotsky's analysis of learning and instruction." In Kozulin, A., Gindis, B., Ageyev, V. & Miller, S. (Eds.) Vygotsky's educational theory and practice in cultural context. 39–64. Cambridge: Cambridge University. Mayer, R. E. (2008). Learning and instruction. (2nd ed., pp. 462–463). Upper Saddle River, NJ: Pearson Education. Developmental psychology Developmental stage theories