Since the translation and cultural assimilation of Vygotsky’s (1978) ideas into the English-speaking academic community from the 1970s, through thinkers such as Wertsch (1984), Vygotsky’s ideas continue to have a powerful influence in psychology and education, as well as being enthusiastically appropriated in other fields such as technology-mediated education (Luckin, 2003). As academics working across these disciplines, we felt the time was right to reflect on the use of socio-cultural theory, and the concept of scaffolding in particular, in understanding parent-child tutoring interactions at home, with reference to children’s academic achievement at school.
Thanks to funding from the British Psychological Society, we ran a series of three seminars, and this Special Issue arises from questions raised there
