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• Scaffold learning full#

What do you need in order to learn more about _? This takes the child from where they are, “the known” area, into the potential of a new place or layer of the learning.ģ.

Scaffold learning full#

This question takes the child into full discovery mode and allows the teacher to be co-player by staying open to possibilities. Listen for the places that you, as the teacher, can take the child’s existing or prior knowledge and add some new layers to it. To provoke additional layers of learning, ask some of these powerful “scaffolding” inspired questions: During play, where foundational social and emotional skills are developed, scaffolding 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. Scaffolding enables a child to solve a problem, carry out a task or achieve a goal which is just beyond his or her abilities. It is a framework to describe an adults’ supportive role in children’s learning. Scaffolding has become a key concept in education. This is where scaffolding enters the picture. When you feel the nudge that your intervention can take their play to higher levels of learning, it is a prime opportunity to enter the play as a co-creator and help provoke a framework for the children to go from “what they know” to “what else they could know”! Whatever the activity is, whether preschool or elementary aged, what you are looking for as the educator is what the children are captivated  by and where they are CAPABLE of going further with their play! It is these moments of play that hold endless possibilities for learning. Or perhaps, they continuously use their outdoor time in the nearby forest area to build stick and stone infused forts. They are happily building with blocks and creating an intricate roadway that has captured their interest most of the week. The children in your class are content and engaged in their play.