What makes a great early childhood educator? Is it their knowledge of theories, their practical skills, or their ability to reflect and adapt? As a vocational education teacher, I’ve found it’s all of the above — but more importantly, it’s how these pieces come together through mentorship, guided practice, and real-world experience.

Let me show you how I apply some of the most influential teaching frameworks to help my students — future early childhood educators — thrive in the classroom. And yes, it often starts with something as simple as a book and a small group of children.

The apprenticeship model for teaching early childhood educators typically involves learning through guided practice, mentorship, and observation under the supervision of experienced practitioners. This approach is often used in practicum placements within early childhood education courses.

There are few approaches that I use as an early childhood trainer / vocational education teacher. Let me share some with you.

Cognitive Apprenticeship Model (Collins, Brown, & Newman, 1989)

• One of the most influential frameworks, in my opinion.
• Focuses on making the thinking process visible, including modeling, coaching, scaffolding, articulation, reflection, and exploration.
• Effective because it addresses both cognitive and practical aspects of teaching, helping learners develop complex skills through supported practice.

Situated Learning Theory (Lave & Wenger, 1991)

• This one is about learning within authentic contexts and communities of practice. As a trainer, I try to create a welcoming and safe community. I want pre-service teachers and educators to love coming to class. They start supporting each other, they share their thoughts and participate in a lot of small and large group work.
• Suggests that learning is most effective when it occurs through participation in social and cultural activities related to the profession.
• In early childhood education, this means learning alongside experienced educators in real settings.

Scaffolding and Gradual Release of Responsibility (Vygotsky, 1978)

As you know, I am a huge fan girl of Lev Vygosky and socio-cultural theory.

• S-C theory key tool for learning is scaffolding. It supports learners by providing structure and guidance that is gradually removed as competence increases.
• Particularly relevant for teaching complex skills in early childhood education, like responsive interactions, behaviour guidance, and curriculum planning.
• Working with students on weekly basis, I usually know their ZAD – zone of actual development and ZPD – zone of proximal development.

In Practice

• A blended approach that incorporates guided observation, supervised teaching, mentoring, peer collaboration, and reflective journaling is considered most effective (according to science).
• Practicum experiences that include regular, structured feedback from experienced mentors improve teaching skills and confidence.
• Incorporating theoretical knowledge with practical application is essential for developing well-rounded, competent early childhood educators.

Here is an example of what we do in class and how we implement it.

Session Structure (2 hours)

1. Introduction & Theoretical Framing (20 minutes)

• Briefly explain the concept of literacy play and its importance in early childhood (aligning with EYLF and Quality Area 1).
• Discuss how literacy play supports emergent literacy skills (oral language, phonological awareness, print awareness). We may look at the slides. We may have group discussion with me writing things down on the whiteboard.
• Introduce Cognitive Apprenticeship Model and how it will guide today’s session (modelling, coaching, scaffolding, reflection, exploration).

2. Modelling & Demonstration (30 minutes)

• Modelling (Cognitive Apprenticeship)
  • Demonstrate setting up a literacy-rich play environment (e.g., a dramatic play area themed as a “Post Office” with writing materials, labels, stamps, letters, etc.). I may share pictures on the screen or share some images that are printed out.
  • Model interactions with children that promote literacy learning (e.g., asking open-ended questions, introducing new vocabulary, encouraging storytelling). We may not have real children, but we can take the roles.
• Scaffolding (Vygotsky’s Approach)
• Provide a checklist of literacy-promoting strategies to guide students during their practical activities.

3. Guided Practice & Coaching (40 minutes)

• Situated Learning & Gradual Release of Responsibility:
  • Students work in pairs or small groups to set up their own literacy play scenarios (e.g., Restaurant, Library, Grocery Store).
  • Each group creates a literacy play experience considering children’s interests and developmental needs.
  • Instructor provides ongoing feedback and coaching, offering hints or prompts as needed.
  • Students are encouraged to try new strategies and take risks, with the instructor ready to provide immediate, supportive feedback.

4. Reflection & Discussion (20 minutes)

• Reflective Practice (Schön’s Approach)
  • Students reflect on their literacy play scenarios, discussing:
    • What worked well?
    • What challenges did they face?
    • How did children’s engagement reflect literacy learning?
  • Instructor facilitates group discussion, encouraging peer feedback and critical reflection.

5. Exploration & Application (10 minutes)

• Students consider how they can apply literacy play strategies in their future practice.
• Encourage exploration of new ideas and experimentation in various settings.
• Provide a list of resources and readings to deepen understanding.

6. Consolidation & Feedback (10 minutes)

• Review key points from the session.
• Invite students to share one key takeaway or action point they will apply in their next practicum.
• Gather feedback on the session to inform future teaching.

Why This Approach Works?

1. Cognitive Apprenticeship ensures students understand the thinking process behind supporting literacy play.
2. Situated Learning offers a real-world, practical experience.
3. Reflective Practice deepens understanding through critical thinking.
4. Scaffolding ensures that all students can participate successfully, regardless of their prior knowledge or confidence.

Through a blend of cognitive apprenticeship, situated learning, scaffolding, and reflective practice, I aim to guide my students toward becoming confident, skilled, and adaptable early childhood educators. It’s a process that requires patience, encouragement, and trust. But when I see my students successfully applying what they’ve learned — when they create vibrant literacy-rich environments or engage children through playful, meaningful interactions — it’s clear that this approach works.

Now, it’s over to them to take these ideas into their own practice and continue learning alongside the children they teach. And that’s the beauty of apprenticeship — it’s never truly finished.