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{{quote|the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers<ref>Vygotsky, L. S. (1978). ''Mind in society: The development of higher psychological processes.'' (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, Massachusetts: Harvard University Press. p. 86.</ref>}}
Scaffolding is not solely support or help and a support can be designated as scaffolding only when the support is adapted to changing ability and this support is temporary. Because the term scaffolding is accessible, there have been many uses of this construct that are atheoretical, and therefore cloud the way the tool is used and applied in a classroom.<ref>{{cite journal | last=Palincsar | first=Annemarie Sullivan | title=Keeping the Metaphor of Scaffolding Fresh—A Response to C. Addison Stone's 'The Metaphor of Scaffolding: Its Utility for the Field of Learning Disabilities' | journal=Journal of Learning Disabilities | publisher=SAGE Publications | volume=31 | issue=4 | year=1998 | issn=0022-2194 | doi=10.1177/002221949803100406 | pages=370–373| pmid=9666613 | hdl=2027.42/68637 | s2cid=26881323 | hdl-access=free }}</ref> Scaffolding is guided by the theory of task and theory of tutee, which requires a combination of assessing task performance and learner ability.{{sfn|Puntambekar|Hubscher|2005}} Through the dialogic nature of scaffolding, the student and teacher interact in order to establish the optimal amount of assistance and titration of this assistance.
At the heart of the creation of the scaffolding extension to distributed scaffolding, was the need to address the many different ways a scaffold could be provided. Scaffolding need not be limited solely to a teacher student or parent-student situation;{{sfn|Stone|1998}} in fact scaffolding can be extended to include peers.{{sfn|Rogoff|1990}}{{sfn|Stone|1998}}
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