An instance of this could be “Ellie, why don’t you tell Harry that you’d like a turn with the keyboard when he is finished.” Modelling language can help children learn vital social skills like sharing, for example. You then take a step back and only offer support when it’s needed. #Marched to the scaffold meaning how to#Help show your children what to do, or how to solve a problem, through modelling or demonstrating - not by outrightly telling them. Providing support and working together – “Let’s have a think about this together.”.Asking for alternatives – “That‘s a good way of doing that, but is there another way we could try?”.Asking about a relevant topic – “Why do you think we use that…?”.They can be used in lots of ways, for example: Using prompts is a great way to extend children’s thinking. This could be in a book that you have read recently, a drawing that another child has done, or a cuddly toy. For example, if a child is finding it hard to draw a picture of a cat, ask them where they can find a cat somewhere else. Make the most out of additional resources in your setting. If you can see that a child is struggling with the task at hand, provide suggestions to build that bridge between what they already know and what they are trying to grasp. Offering a range of answers to a question, or a range of ways to complete an activity is another technique that can be used. Hints could be verbal, pictures, or gestures to aid a child in reaching the answer or completing the task. You’re helping advance the children’s performance, but without giving away the entire solution. Providing hints is one way to scaffold effectively. With that in mind, let’s go through a few ideas that might help you on your way. But in general, we now know that there are better ways to transfer your knowledge down to the little ones. And of course, scaffolding may still require specific instructions from time to time. Traditionally, supporting children was all about telling a child how to do something until they got the knack of it. When children are given the support they need while learning something new or attempting a new activity, they will stand a better chance of using that knowledge independently. You should work to provide activities just slightly above the children’s ability. Your role is also to observe the children, recognise the stage of learning they are at and then provide support to help them to reach the next stage. In the scaffolding framework, the practitioner plays a supportive role in the child’s learning. With the right amount of assistance from you, as well as their previously mastered skills, children can perform new activities and start gaining new skills.īy providing children with the right level of support, they will achieve much more than they would without your help. That way, children can build upon the skills they already have. Practitioners are there to build a bridge between a child’s existing knowledge and their new knowledge. This is where scaffolding comes in, as it allows children to solve a problem or carry out a task that is beyond their current abilities. There is always a difference between what a child can do independently and what they can then do with some support (known as Vygotsky’s ‘zone of proximal development’).
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