Vygotsky's Cognitive Development Theory: Scaffolding

Some of my most vivid memories from when I was a child deal with learning new skills like riding a bicycle, learning to roller blade, or even learning to play piano. All of these tasks required a lot of help and guidance from my parents before I could develop and proficiency of my own. For the bicycling, I needed training wheels, on roller blades I needed a parent to keep me balanced, and for piano I needed the kids' piano bench so I reached the keyboard properly.
All of the devices are examples of what is referred to as scaffolding. A term borrowed from building construction, scaffolding is defined as the process for constructing a learning environment for a child in ways that guide them to behave as if they've learned before they have. This structuring of the learning environment is done by the parents or caretakers of the child and is strongly based on social and cultural factors of the family (Lilienfeld 375). Historically, this theory of cognitive development was developed by Russian researcher Lev Vygotsky right around the same time Gene Piaget was developing his theory (Lilienfeld 375). Basically, the theory explains that as children become older and more experienced with their environment, more and more of the parental support or "scaffolding" can be removed. Thus, with the example of training wheels on my bicycle, the training wheels eventually came off when I got good enough to not require them anymore. The same is also true for roller blading and my piano practice.
Can you think of an example when your parents had to help support you before you could be independent?