Essential features[ edit ] There are three essential features of scaffolding that facilitate learning.
They are happily building with blocks and creating an intricate roadway that has captured their interest most of the week. Or perhaps, they continuously use their outdoor time in the nearby forest area to build stick and stone infused forts. It is these moments of play that hold endless possibilities for learning.
This is where scaffolding enters the picture. Scaffolding has become a key concept in education.
Scaffolding enables a child to solve a problem, carry out a task or achieve a goal which is just beyond his or her abilities. During play, where foundational social and emotional skills are developedscaffolding is a bridge to new skill levels using three key ingredients; modeling the skill, giving clues and asking questions while the child is trying out a new skill, and then as the child approaches mastery, withdrawing the support.
What are you thinking? What else is possible here? This question takes the child into full discovery mode and allows the teacher to be co-player by staying open to possibilities.
Take the topic or interest area and help the child to expand on what they are learning. This is the type of question that could lead to a shared brainstorm.
Toss in your ideas, too! Where is your energy focused? Helping the child to notice where they are having successes and challenges in their play will allow the teacher to help chunk up anything complex into manageable pieces. Directly communicate what is taking place by pointing out the learning that you see.
For example in the photo above, the teacher may ask, "When you added the top block, what did you notice? What does that remind you of? Pause while a child gives you an example. Once you know what the child relates to, you can add in other relevant pieces to their play. The purpose of the prop is to open the conversation up for the child to make interpretations and connections.
What is different in your thinking now? A prompt that moves children into mastery solidifies their learning. Who would you like to share this with?
Encourage social interaction and peer learning. You can help to suggest a friend or family member. How will you share it? Encourage drawing, documentation, writing, or photographing of the play to make the learning visible.
This can also be a tool to help the child revisit their learning process and the ability to return to this topic with or without the teacher! Genuine curiosity and scaffolding allows the teacher to assist in deliberate and co-created discovery.But why might we want to incorporate scaffolding in our assessment process?
In the early childhood assessment setting, there are many benefits. Young children naturally seek scaffolding in their day-to-day experiences, and their behavior in a learning context naturally elicits support from teachers. Do they understand the importance of scaffolding for our learners.
It is through scaffolding that even our learners with the most challenges can actually succeed in an activity. The way a teacher scaffolds can be what “makes” or “breaks” the success of a child.
Scaffolding consists of the activities provided by the educator, or more competent peer, to support the student as he or she is led through the zone of proximal development. Support is tappered off (i.e.
withdrawn) as it becomes unnecessary, much as a scaffold is removed from a building during construction. In particular, scaffolding was most effective when mothers provided explicit conceptual links during play.
Therefore, the results of this study not only suggest that verbal scaffolding aids children's cognitive development, but that the quality of the scaffolding is also important for learning and development. Likewise, scaffolding is a critical element in the teaching of instructional strategies (see the IRIS Module SRSD: Using Learning Strategies to Enhance Student Learning).
Many teachers do this naturally when teaching a new task or strategy, whereas others need to purposefully incorporate scaffolding into .
Scaffolding children’s learning Helping to build children’s learning In just the same way that scaffolding provides temporary support to a building, parents and carers can also ‘scaffold’ children’s learning.
For some things, children may need lots of support. This is especially.