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Scaffolding theory was first introduced in the late 1950s by Jerome Bruner, a cognitive psychologist. He used the term to describe young children's oral language acquisition. Helped by their parents when they first start learning to speak, young children are provided with informal instructional formats within which their learning is facilitated.
This term 'scaffolding' is a useful metaphor that is used to symbolise the process of supporting a learner in the early stages of the learning process – as the walls get higher – until there is sufficient evidence of knowledge and skills having been acquired, to then be able to remove that scaffolding so the learner is able to 'stand alone ...
For scaffolding to be effective, one must start at the child's level of knowledge and build from there. [15] One example of children using ZPD is when they are learning to speak. As their speech develops, it influences the way the child thinks, which in turn influences the child's manner of speaking. [8]
Because the term scaffolding is accessible, there have been many uses of this construct that are atheoretical, and therefore cloud the way the tool is used and applied in a classroom. [6] Scaffolding is guided by the theory of task and theory of tutee, which requires a combination of assessing task performance and learner ability. [3]
The classroom setting is one significant example, and it functions differently for Indigenous communities compared to what is commonly present in Western schooling. The emphasis of keen observation in favor of supporting participation in ongoing activities strives to aid children to learn the important tools and ways of their community. [ 28 ]
Some researchers have hypothesized that private speech helps young children to master speech communication, [12] by immersing themselves in speech more than they could with others. In doing so, children gain insight about their own communication abilities, practice communication, and build effective speech and communication skills.
It is often assumed that young children learn languages more easily than adolescents and adults. [2] [5] However, the reverse is true; older learners are faster.For example, a study of 17,000 British students showed that those who started learning French aged 11 performed better than those who started learning it aged 8. [6]
For example, the Chicago School Readiness Project trained teachers in classroom behavior management strategies in order to promote greater emotional support in the classroom. [1] Children in classrooms whose teachers’ received the intervention showed better self-regulation, fewer behavior problems, and better academic skills compared to ...