Tag: scaffolding

What is scaffolding in early childhood education?

~ Storykate ~ Leave a comment

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.
Scaffolding sorting and categorisation of my 6 years old child
  • 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.

Vygotsky’s Sociocultural Theory in Early Childhood Education: the key concepts

~ Storykate ~ Leave a comment
Vygotsky was constructivist, which means that he believed children are active learners, they actively engage with their environment (through relationships, play, interactions, observation) and construct their own meaning of the world.

Key Concepts:

Zone of Proximal Development (ZPD):

Definition: ZPD is the key component of his sociocultural theory of learning. The ZPD is the difference between what a learner can do without assistance and what they can achieve with guidance and support from a more knowledgeable person, often referred to as a “more knowledgeable other” (MKO). The MKO can be a teacher, peer, or anyone with a higher level of expertise in the subject. Vygotsky emphasised that learning occurs in the ZPD, where the child engages in tasks that go beyond their current independent capabilities but are achievable with the help of others. The idea is that with appropriate support and scaffolding, learners can bridge the gap between their current level of understanding and a more advanced level of competence.

Example in Early Childhood Education: During a literacy activity, a teacher identifies the ZPD by offering support to a child learning to write their name. The teacher provides guidance and models correct letter formation.

More Knowledgeable Other (MKO):

  • Definition: The MKO is someone with a higher level of knowledge or skill, often a teacher or peer, who assists the child’s learning. The key idea is that learners can accomplish more with the assistance of a knowledgeable and skilled person than they can on their own. The MKO can take various forms, such as a teacher, a peer, an adult, or even aspects of the culture and society that provide tools and resources for learning. The role of the MKO is to provide support and guidance that help the learner move from their current level of understanding to a more advanced level. This assistance can come in the form of explanations, demonstrations, encouragement, or any other means that facilitates the learner’s progress.
  • Example in Early Childhood Education: In a preschool setting, an older peer becomes an MKO when helping a younger peer learn to count by using manipulatives and providing encouragement.

Scaffolding:

  • Definition: Scaffolding involves providing temporary support to help a child accomplish tasks within their ZPD.
  • Example in Early Childhood Education: During block play, a teacher scaffolds by initially demonstrating how to build a stable structure and then gradually reducing support as children gain confidence. For example, fist time, I will build the tower myself. The second time, I will comment verbally and guide the child through actions and some prompts. The third time, I will encourage the child to do it independently.

Cultural Tools:

  • Definition: Cultural tools are symbolic resources, such as language and technology, that shape cognitive development.
  • Example in Early Childhood Education: A tablet used for interactive storytelling becomes a cultural tool, enhancing language development and narrative skills in young children. Another typical cultural tool is the use of language (e.g. singing songs to teach children to identify their body parts).

Internalisation:

  • Definition: Internalisation is the process of incorporating socially mediated activities and tools into an individual’s cognitive processes.
  • Example in Early Childhood Education: Through repeated experiences with a puppet during circle time, a child internalises social skills, like turn-taking and listening, essential for group interactions.

Private Speech (Self-Talk):

  • Definition: Private speech is when children talk to themselves, aiding in self-regulation and cognitive development. Children often talk to themselves, e.g. “I am drawing a house”.
  • Example in Early Childhood Education: A child engages in private speech while sorting coloured blocks, verbally organising thoughts and reinforcing cognitive processes. “All yellow books go here”

Cognitive Mediation:

  • Definition: Cognitive mediation involves the use of tools and signs to regulate cognitive processes.
  • Example in Early Childhood Education: Using pictures alongside written labels in a classroom enhances cognitive mediation, supporting pre-readers’ understanding of print concepts. If you have not yet done it, start adding pictures and print to your classrooms.

Cognitive Apprenticeship:

  • Definition: Cognitive apprenticeship involves learning through mentoring and guided experiences.
  • Example in Early Childhood Education: An experienced educator mentors a novice teacher, modelling effective strategies for fostering social-emotional development in young children. The supervisor on placement in early childhood centre can support your cognitive apprenticeship.

Play and Development:

  • Definition: Play provides a context for cognitive development, allowing children to explore roles, problem-solve, and develop social skills. Vygotsky believed that socio-dramatic play is particularly important for learning self-regulation and developing higher-order functions.
  • Example in Early Childhood Education: Pretend play in a home centre fosters language development, cooperation, and problem-solving as children take on various roles.

Application for Early Childhood Educators.

These are the things you can do immediately in your classroom to integrate Vygotsky’s theory:

  • Identify and support children within their ZPD during activities.
  • Act as MKOs by providing targeted assistance and encouragement. Invite other MKOs into your classroom. Promote peer scaffolding, when more capable children teach others.
  • Scaffold learning experiences to promote independence and confidence.
  • Utilise cultural tools, like books, puppets, stories, symbols and technology, to enhance cognitive development.
  • Encourage and validate private speech as a natural part of self-regulation. Write it down as part of the daily observations and the voice of the child.
  • Provide a variety of cognitive tools and experiences to support diverse learners.
  • Design play-based activities that promote cognitive, social, and emotional development. Use puppets and dress-ups to promote socio-dramatic play; encourage children to play for long uninterrupted periods.
  • Consider cultural and historical contexts when planning curriculum and activities. Value children’s funds of knowledge and previous experiences.

To learn more about Vygotsky

Why do we need intentional teaching in early childhood education and care?

~ Storykate ~ Leave a comment

Do you know how Storykate is a big fan of socio-cultural theory by Lev Vygotsky?

I’ll give you an example of why I believe that scaffolding and teaching cultural tools are important in my philosophy as well.

I like Vygotsky not because he was a Soviet psychologist but because he provided us with his framework that still works, so according to social-cultural theory, social interaction and cultural transmission are important sources of knowledge.

When I was at university, we were given an example of how young street vendors in Brazil learn to count really well while selling goods, and these children did not go to school.

Is it a proposition not to go to school?

Does it mean that mathematical skills can be learned through observations or practice? Yes, and no!👩‍🎓

Hear me out!

The researchers were quite interested in the skills of the street vendors; they could easily perform simple arithmetic with 98% accuracy while buying and selling, including 2 and 3-digit numbers. They did addition and subtraction fast and well. When they were asked to write it down or understand arithmetic with mathematical notation, in other words, written down, they didn’t fail exactly, but their accuracy dropped to 37%. I like this example! Australian school children can perform the following two problems, and solve them. A boy wants to buy three chocolates that cost 50 coins each. How much money does he need? And the second problem is, ‘Another boy wants to buy 50 chocolates, this costs three coins each. How much money does he need?’

You can replace coins with cents or whatever currency you are using; if you think about it, it’s just a very simple problem from the point of an adult learner.

School children solve the problems with multiplication: 3×50 and were able to solve the second problem really well because they knew and understood that 3×50 = 50×3; they knew equations. In contrast, the children from the streets, the young street vendors from Brazil, were not able to use this fast method, so they used addition in both cases.

It means that teaching explicitly through scaffolding is what we have teachers for, including preschool teachers. Teachers help to move fast, solve problems more effectively, and learn cultural tools through interaction. Children at school learn how to do the equations and how to do multiplication because they went to school. Children should talk about how they solve the problem because they learn by reasoning. According to Vygotsky, the teacher also scaffolds this type of learning by modelling, providing prompts, and practicing. What about vendors? They learn it through practice, which is a wonderful way to learn as well, according to modern scientists like Marilyn Fleer, who is also a supporter of social-cultural theory. Concepts can be better introduced even at the preschool level if you are intentional.

Scaffolding is an important teaching strategy and we MUST use it in addition to play or self-paced learning.

WHAT DO YOU THINK, EDUCATORS?