What if a few simple steps could transform the way children learn, giving them the tools to tackle challenges independently? Scaffolding in early education does exactly that—here’s how.

Scaffolding is a widely adopted teaching strategy that plays a crucial role in early childhood education. Rooted in the theories of educational psychologist Jerome Bruner, scaffolding involves providing children with structured support to help them learn and grow within their abilities. This support is gradually removed as children become more competent, fostering their independence and confidence. Scaffolding is particularly valuable in early childhood settings, where young learners are developing foundational skills through guided play and exploration.

Here is Jerome Bruner talking about discovery learning. This way you also put a face on the theorist name.

The concept of scaffolding was first introduced by Jerome Bruner in collaboration with David Wood and Gail Ross in their 1976 paper titled “The Role of Tutoring in Problem-Solving” rather than a book. In this seminal work, published in the Journal of Child Psychology and Psychiatry, they explored how an adult could support a child’s learning process through structured guidance and gradually withdraw assistance as the child becomes more capable—this process is what they termed as scaffolding.

Jerome Bruner inroduced the concept of scaffolding as part of his broader educational theories, which emphasise that children learn by actively constructing knowledge with the support of others. In addition to scaffolding, Bruner championed the spiral curriculum, which involves revisiting core concepts at increasing levels of complexity, allowing children to build on prior knowledge.

Bruner’s view of scaffolding complements Vygotsky’s Zone of Proximal Development, underscoring the importance of social interactions in learning. Bruner also emphasised that teaching should not be limited to basic skill acquisition but should focus on deeper conceptual understanding through structured, yet flexible, support.

What is Scaffolding?

In early childhood education, scaffolding refers to the temporary support given by educators or carers to assist children in accomplishing tasks that they may not yet be able to complete independently. This support aligns with Vygotsky’s concept of the Zone of Proximal Development (ZPD), which describes the range between what a child can do unaided and what they can achieve with guidance. Scaffolding is essentially the bridge across this developmental gap.

Why Use Scaffolding?

Scaffolding supports children to achieve tasks and build skills in a way that fosters confidence and autonomy. By tailoring support to each child’s unique needs, teachers can provide the right amount of assistance to help them succeed without taking over the task.

Scaffolding and the EYLF

The one main concept EYLF includes scaffolding is through INTENTIONALITY. Intentional teaching is a key aspect of the EYLF, and scaffolding is an essential strategy for this approach. Educators are encouraged to be purposeful in their interactions, recognising moments when children need guidance or a gentle push to extend their learning. “Intentional teaching is deliberate, purposeful and thoughtful. Educators actively promote children’s learning through worthwhile and challenging experiences and interactions that foster high-level thinking skills” (DEEWR, 2009, p. 15). Scaffolding aligns with intentional teaching by providing just enough support to challenge children and extend their capabilities, helping them engage with new and more complex concepts. “Educators who engage in intentional teaching recognise that learning occurs in social contexts and that interactions and conversations are vitally important for learning” (DEEWR, 2009, p. 15). Also in the EYLF: “Children learn best when they are provided with opportunities to engage in meaningful experiences that connect to their world” (DEEWR, 2009, p. 16). Scaffolding supports these outcomes by helping children connect new concepts to their existing knowledge and life experiences, thereby deepening their understanding and personal relevance.

How Scaffolding Works in Early Childhood Education

STEP 1: Educators first demonstrate or guide the child through the task, often modelling the steps needed to complete it.

STEP 2: As children begin to engage with the task, teachers provide prompts, verbal instructions, or gentle physical guidance to support their efforts. This support might involve encouraging questions or making suggestions to solve emerging challenges.

STEP 3: The final stage involves gradually removing assistance and encouraging the child to complete the task independently, building their confidence and reinforcing the skills learned during the previous stages.

This gradual reduction of support builds children’s confidence, and their problem-solving skills, leading to greater independence.

Examples of Scaffolding in Early Childhood Settings

• During block play, I may scaffold a young child this way. I will notice that the child is trying to connect two bits of their construction, but they don’t know how. I will guide the child to try the longer plank with assistance, I may comment and show where to place each block for stability. Then I will encourage a child to build their tower independently, applying what they have learnt.
• While reading a story, I always use scaffolding of the literacy and numeracy skills. I may start narrating a story with an expressive voice and actions, encouraging children to predict the story’s progression. I prompt them to problem-solve, to think before giving them the answer. As children become familiar with the structure, I ask them to narrate parts of the story or predict outcomes based on context clues.

• I recently scaffolded my niece to tune the ukulele, it is a difficult skill, but it took us about an hour to figure it out.
• In an art activity, I usually show how to use different tools, such as scissors or glue, and explain and show the steps. As children become more confident, I may step back, letting them explore the materials and create their art independently.

Scaffolding Techniques in Early Childhood Education

Verbal Prompts

• Give clear and simple instructions helps children understand the task at hand. For example, saying, “First, roll up your sleeves before you wash your hands,” helps break down the task into manageable steps.

Modelling

Demonstrate an activity or task show children what you expect them to do and show a clear example for them to follow. Modelling can be as simple as a teacher showing children how to use scissors safely or how to share toys with others.

Guided Questions

Ask questions such as “What do you think will happen if…?” or “How can we make this tower more stable?” this helps children to think critically and problem-solve.

Physical Assistance

For very young children or tasks that require fine motor skills, physical assistance (such as helping to grasp a crayon) can provide the extra support needed to accomplish a task.

Positive Reinforcement

Offer praise and encouragement at each step helps build children’s confidence and motivates them to keep trying. Statements like “You’re doing great! Look how tall your tower is!” reinforce the child’s progress.

What are the benefits of Scaffolding in Early Childhood Development?

Scaffolding helps children succeed in tasks they might not try alone, building their confidence and eagerness to take on new challenges. By slowly reducing support, children learn to take charge of their learning, becoming more independent and resilient. As they move from guided activities to doing things on their own, they also strengthen their problem-solving skills, which they can use in other areas. Through talking and encouragement, children expand their vocabulary and language abilities, essential for reading and writing. Scaffolding often includes interaction with teachers or carers, boosting communication and social skills.

Here is an example of scaffolding children’s counting skills

Emotional Scaffolding

Scaffolding in early childhood education is not limited to cognitive tasks; it can also be extended to support emotional development. Emotional scaffolding involves teachers using specific strategies to help children manage and express their feelings, which can foster a more positive classroom environment. As noted by Park, Tiwari, and Neumann, “Teachers use emotional scaffolding for three main instructional purposes: to create an emotional climate in their classrooms, to manage students’ excitement levels, and to maintain students’ interest in classroom learning” (Park, Tiwari, & Neumann, 2020, p. 574). Emotional scaffolding includes acknowledging children’s feelings, providing comfort, and gently guiding them through challenging emotions in a supportive way.

Want to delve more? 📔

The effect of maternal scaffolding on problem-solving skills during early childhood
This study explores maternal scaffolding techniques and their impact on young children’s problem-solving abilities, focusing on mother-child interactions in developmental tasks.
Read the study
Source: Ismail, N., Ismail, K., & Aun, N. S. M. (2019). The Journal of Behavioral Science.

Early childhood teacher involvement in children’s socio-dramatic play: Creative drama as a scaffolding tool
Examines how early childhood educators use creative drama to scaffold children’s play, enhancing their engagement and social skills.
Read the article
Source: Loizou, E., Michaelides, A., & Georgiou, A. (2019). Early Child Development and Care.

Tools of the Mind: A Vygotskian Early Childhood Curriculum
Focuses on Vygotskian principles, including scaffolding, and how they are integrated into early childhood curricula to foster learning and development.
View the chapter
Source: Bodrova, E., & Leong, D. J. (2018). International Handbook of Early Childhood Education.