Scaffolding an Instructional Strategy in Early Childhood Education - Term Paper Example

Scaffolding an instructional strategy in Early Childhood Education Introduction In early childhood education, scaffolding is one of the most effective and influential strategy that has been used over the years to enhance children’s learning process and promote the social and cognitive development of children. Basically, scaffolding refers to the process through which educators facilitate children’s learning by enabling them adopt high level abilities that are beyond the students’ current capacity (Scarlett, 2005). During scaffolding, educators take up the active role of interacting with students so as to support their development by providing support structures that enable students to stretch their knowledge, skills, abilities and understanding beyond the level at which students could not be able to function independently (Scarlett, 2005; Seifert, 2004). Scaffolding as an instructional strategy requires that teachers should provide temporary framework of support to the students’ learning process and development. Nevertheless, in as much as scaffolding may entail temporarily supporting the learning process of students, it also involves withdrawing this support when the students exude a certain level of understanding or proficiency (Berk and Winsler, 2010). This paper seeks to provide a critical evaluation of scaffolding as an instructional strategy. In this case, scaffolding will be analysed in reference to cognitive theories relating to its nature of knowledge, the development of expertise, the transfer of knowledge and how skills are acquired through this strategy. Foremost, this paper will define scaffolding and describe what scaffolding as an instructional strategy entail. Secondly, it will analyse the kinds of knowledge that scaffolding develops particularly in early childhood education. Furthermore, this paper will also touch on the way in which scaffolding supports the development of skills, expertise and the transfer of knowledge. In this case, relevant cognitive theories will be used to evaluate the function of scaffolding as an instructional strategy. Additionally, this paper will evaluate the effectiveness and limitations of scaffolding as an instructional strategy. Scaffolding: Definition and description Basically, scaffolding is often considered a metaphorical term that refers to a process where a teacher facilitates the learning process of students by enabling them to realise high level abilities that are beyond the students’ current capacity (Scarlett, 2005). It has also been described as the “role of educators and others in supporting the learner’s development and providing support structures to get to that next learning stage or level” (Raymond, 2000, p. 176). The notion of scaffolding can be traced back to Jerome Bruner, a cognitive psychologist who used this term to illustrate the gradual process of oral language acquisitions amongst young children. Bruner observed that when children start to learn how to speak, caregivers provide instinctive support structures of language learning. He also established that scaffolding entails a gradual withdrawal of an adult’s learning support and instructional control as the mastery of a student in a particular task increases with time (Berk and Winsler 2010). Based on the sentiments of Bruner, it is apparent that, in as much as scaffolding may entail temporarily supporting the learning process of students, it also involves withdrawing this support when the student exude a certain level of understanding or proficiency. Just like scaffolds help protect a wall while the wall being built and then the scaffolds as removed soon as construction is complete, the eventual goal of scaffolding in early childhood education is to gradually withdraw the support of the care giver , teacher or educator (Berk &Winsler, 2010). In an educational context, scaffolding as an instructional strategy requires that teachers should provide temporary framework of support the students’ learning process and development. The significance of the teacher’s presence and support in supporting the students’ learning process and development is embedded in different cognitive theories. Lev Vygotsky’ cognitive development theory is a good example of a cognitive theory that supports scaffolding as an instructional strategy. The use of scaffolding in facilitating and supporting children’s learning is also supported by Swiss psychologist Jean Piaget’s cognitive constructivism theory. Based on this theory Piaget notes that children acquire knowledge or form meaning through interconnected processes of accommodation and assimilation (Piaget 1962). In this case, assimilation epitomises the process through which children gather information from their environment or real events occurring around them and subsequently incorporate this information in their existing mental structures. Since children’s mental structures are in most cases not capable of effectively processing all the information that assimilate from their environment, there is need to modify and accommodate their mental structures by proving support structures in order for them to be able to effectively process the new information based on their existing stock of knowledge (Piaget 1962). Scaffolding is also embedded on Lev Vygotsky’s sociocultural theory and his concept of the zone of proximal development (ZPD). ZPD can be described as the distance between what children know and can do by themselves and the next level of learning that they can be helped to achieve through competent assistance (Raymond, 2000). The effective use of scaffolding provides an individualised support structure that is in line with the learners ZPD (Chang, Sung, & Chen, 2002). This strategy supports the ability of learners to build on prior knowledge and adopt new information. The activities incorporated in scaffolding instruction are often beyond the learner’s level of understanding (Olson & Pratt, 2000). Generally, scaffolds incorporate activities that motivate learners, provide learners with learning directions and simplify tasks for learners. Therefore, this provides the learner with the opportunity to accomplish what they could not have accomplished if they were learning independently hence helping the learner to transition from one ZPD to the next (Bransford, Brown, & Cocking, 2000). A significant aspect of scaffolding as an instructional strategy is that its key aim is to ensure that learners become progressively independent and sustainable in their learning. Thus scaffolding is often used as a temporary instructional strategy. As abilities of learners increase the scaffolds should be progressively withdrawn so as to enable the learner to learn independently (Chang, Sung, & Chen, 2002). Types of knowledge and expertise acquired through scaffolding There are various types of knowledge and skill developed through scaffolding as an instructional strategy. Based on Ryle (1949), there are types of knowledge which may be developed among learners through scaffolding as a strategy. These are propositional knowledge, procedural knowledge and dispositional knowledge. Propositional knowledge essentially refers to the knowledge of facts or the knowledge that such and such is the case. Propositional knowledge is what Ryle (1949) refers to as “knowledge that”. Through scaffolding, children as learners are able to acquire propositional knowledge as the teacher structures their first encounter with concepts and items and as they withdraw their guidance, the children are able to independently identify propositions. For example, after being introduced to plastic clay in the play area, a child will be able to subsequently identify it independently basing on its characteristics such as its texture and colours (Lambert and Clyde 2003). In subjects such as mathematics, science and history, a teacher first introduces concepts, formulas and events, initially guiding the learner and then withdrawing the scaffold to enable them internalize them independently (Driver et al 1994). Procedural knowledge can also be gained through scaffolding. This especially takes place in the context of play based learning. Procedural knowledge essentially refers to the knowledge about how to do things or the know-how (Ryle 1949). Procedural knowledge is essentially the knowledge required to perform an action or task and is kinaesthetic; it can be stored in the mind and body and become almost automated. In the play based learning context, scaffolding helps develop procedural knowledge among learners. For example, a teacher may first demonstrate to a child how to complete a jigsaw puzzle before subsequently withdrawing guidance or instruction to allow the child to attempt the exercise independently (Berk and Winsler 2010). Procedural knowledge also involves learning the rules of games (such as chess) which are introduced by the teacher and gradually internalised independently by learners. In mathematics or science, a teacher first demonstrates how to solve a problem, initially providing guidance and support before allowing the learner to independently tackle those problems. Such learning occurs in the learner’s zone of proximal development as conceptualised by Vygotsky (Bruner 1986). The acquisition of procedural knowledge is very important for effective learning not only through play but also in mathematics and science where learners acquire cognitive problem solving skills. To a lesser extent than propositional or procedural knowledge, scaffolding also helps in the development of dispositional knowledge. A disposition is the inclination, due to a belief, to do or say various things. Through scaffolding, learners are able to acquire from their teachers some of the dispositions that are essential for effective learning (Bradley and Bradley 2004). For example, in play based learning settings, the teacher often structures and guides initial play sessions to teach children values such as sharing, compromise and collaboration. As the teacher gradually withdraws their guidance and direction, children acquire dispositions such as how to relate to each other and how not to, how to share and what attitudes are necessary for completing collaborative tasks (Berk and Winsler 2010). In language learning, scaffolding also enables learners to determine when it is appropriate to use certain words, speech etiquette or how to respond to others which are not skills that can be comprehensively covered under procedural or propositional knowledge but are a product of dispositions- inclinations and beliefs. Howard Gardner’s theory of multiple intelligences also demonstrates the types of knowledge and that can be acquired through scaffolding. Gardner’s theory argues that that there are eight distinct ways of knowing and representing the world around us, each of which consist of an intelligence by their own right with their own symbols, rules and codes as knowledge. Gardner’s theory states that learners learn and express themselves differently contingent on their cultural background and in the process use these several types of intelligence or knowledge (Gardner 1983: 2006). These intelligences are; bodily kinesthetic, musical rhythmic, logical mathematical, verbal linguistic, interpersonal, intrapersonal, visual spatial and naturalistic intelligence (Gardner 2006). These potential intelligences can only develop if they are nurtured through scaffolding. Gardner argues that each child learner has a different profile of multiple intelligences. By scaffolding lessons and playing experiences, teachers can facilitate acquisition of knowledge by making the lessons and playing experiences to accessible to all intelligences. For example, teachers can scaffold individual children’s exploration of new materials as they play in the classroom or educational context and challenge or stimulate their individual thinking. During such interactions, these intelligences can be nurtured- such as logical mathematical intelligence which is nurtured through activities such as block games, musical rhythmic intelligence by encouraging dance while the children play or bodily kinesthetic intelligence by scaffolding the child’s play with dough, plastic clay or other materials which require physical manipulation. Teachers can also nurture or scaffold bodily kinesthetic intelligences by scheduling and facilitating activities such as rope skipping or kickball (Gardner 2006). Knowledge: Skills and Expertise At a more specific level, scaffolding aids skill acquisition in particular subjects and tasks and the development of expertise. The development of expertise best occurs when learners become progressively sustainable in their learning and are able to deploy the knowledge or intelligence they have acquired in response to new learning challenges. Expertise implies a high level of mastery and reliance on intuition (disposition) rather than analysis (Selinger and Crease 2006). As discussed under procedural knowledge, mathematical and scientific knowledge is best acquired through scaffolding as an instructional strategy. Bruner (1986) and Driver et al (1994) demonstrate that acquisition of scientific and mathematical knowledge in the classroom involves generating the capacity for reasoning and application of propositional knowledge to the construction of representations of phenomena. This implies cognitive learning processes such as discovery, induction and deduction. According to Driver et al (1994) and Mason (2000) teachers act as mediators of knowledge, essentially supporting the construction of knowledge through scaffolding. When this support and structured guidance is withdrawn learners independently develop the capacity for scientific and logical reasoning and for expertise in these subjects (Bruner 1986). In addition, scaffolding is critical for learner’s performance in language learning as it aids the development of literacy and promotes language learning performance. Expertise in language learning essentially implies high level proficiency. It would be virtually impossible for learners to develop proficiency in language learning without structured guidance to facilitate their mastery of grammar, vocabulary, phonology or intonation (Fitzgerald and Graves 2004). The teacher introduces new words, phrases or grammatical rules to learners which essentially combines both propositional and procedural knowledge forms (Bradley and Bradley 2004). As they downscale their guidance and instruction, learners are eventually able to master language skills such as how to read and pronounce certain words and the grammatical rules embedded in the language. Therefore, scaffolding is essential for development of language proficiency (Fitzgerald and Graves 2004). Effectiveness and limitation of Scaffolding Scaffolding as an instructional strategy can be very effective when it comes to helping learners to become progressively independent and sustainable in their learning. Initially, this strategy provides structural support to learners by incorporating activities that motivate learners, provide learners with learning directions and simplify tasks for learners. As learners gain proficiency, such scaffolds are withdrawn thus motivating learners to become progressively independent and sustainable in their own learning (Chang, Sung, & Chen, 2002). Scaffolding is also effective in developing a strong learning foundation for children. Essentially, this strategy involves the active involvement of educators during the initial stages of learning. As a result, educators provide support structures that enable students to stretch their knowledge, skills, abilities and understanding beyond the level at which students could not be able to function independently (Scarlett, 2005; Seifert, 2004). Another benefit of using scaffolding as an instructional strategy is that it engages learners and employs a learner’s centered approach to learning. This in turn helps to meet the specific needs of learners. Unlike other instructional strategies which are passive in nature and entail little involvement of learners in their learning process, scaffolding provides an opportunity for learners to participate in their learning. When working with students with learning disabilities and low self-esteem scaffolding provides an opportunity for educators to provide the required support that will help realise positive among this student cohort (Berk & Winsler, 2010). However, the fact that scaffolding often incorporates an individualised approach to learning, brings about difficulties to educators. For instance, scaffolding is time consuming and its implementation in large classrooms is challenging. In addition to this, most educators argue that scaffolding requires that the teacher looses some of the control and allow the students to make mistakes. This can sometimes be difficult for teachers to do especially when addressing challenging learning contents (Raymond, 2000). Conclusion This paper has provided a critical evaluation of scaffolding as an instructional strategy in reference to cognitive theories relating to its nature of knowledge, the development of expertise, the transfer of knowledge and how skills are acquired through this strategy. The findings of this paper illustrate that scaffolding entails temporarily supporting the learning process of students, it also involves withdrawing this support when the student exude a certain level of understanding or proficiency. Basically, scaffolding can effective when it comes to helping learners to become progressively independent and sustainable in their learning. It is also useful in promoting the acquisition of certain knowledge types and expertise (Chang, Sung, & Chen, 2002; Berk & Winsler, 2010). Nevertheless, it presents challenges to educators since it is time-consuming and difficult to implement in large classrooms and when dealing with difficult curriculum contents (Raymond, 2000). References Berk, L. & Winsler, A. (2010). Scaffolding children's learning: Vygotsky and early childhood education. California: National Association for the Education of Young Children. Bradley, K. S., & Bradley J. A. (2004). Scaffolding academic learning for second language learners. Retrieved May 24, 2012 from Bransford, J., Brown, A., & Cocking, R. (2000). How People Learn: Brain, Mind, and Experience & School. Washington, DC: National Academy Press. Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press. Chang, K., Chen, I., & Sung, Y. (2002). The effect of concept mapping to enhance text comprehension and summarization. The Journal of Experimental Education 71(1), 5-23. Driver, R., Asoko, H., Leach, J., Mortimer, E. & Scott (1994). Constructing Scientific Knowledge in the Classroom. Educational Researcher 23 (7): 5-12. Fitzgerald, J., & Graves, M. F. (2004). Scaffolding reading experiences for English- language learners. Norwood, MA: Christopher-Gordon. Lambert, E. & Clyde. M. (2003). ‘Putting Vygotsky to the test.’ In Lytle, D. Play and Educational Theory and Practice. Westport, Connecticut: Greenwood Publishing Group. Mason, M. (2000). Teachers as critical Mediators of Knowledge. Journal of Philosophy of Education 34(2): 343-352. Piaget, J. (1962). Play, dreams and imitation. New York: W.W. Norton Company. Raymond, E. (2000). Cognitive Characteristics. Learners with Mild Disabilities .Needham Heights, MA: Allyn & Bacon. Ryle, G. (1949). The Concept of Mind. London: Hutchinson. Scarlett, G. (2005). Children’s Play. New York: SAGE. Seifert, K. (2004). ‘Early Childhood Education and Child Development’. In Spodek, B. & Saracho, O. Handbook of Research on the Education of Young Children. Mahwah, NJ: Erlbaum. Selinger, E. & Crease, R.P. (2006). The Philosophy of Expertise. New York: Columbia University Press. In order to provide a clear outlook in the way in which children learn, Read More

In this case, assimilation epitomises the process through which children gather information from their environment or real events occurring around them and subsequently incorporate this information in their existing mental structures. Since children’s mental structures are in most cases not capable of effectively processing all the information that assimilate from their environment, there is need to modify and accommodate their mental structures by proving support structures in order for them to be able to effectively process the new information based on their existing stock of knowledge (Piaget 1962).

Scaffolding is also embedded on Lev Vygotsky’s sociocultural theory and his concept of the zone of proximal development (ZPD). ZPD can be described as the distance between what children know and can do by themselves and the next level of learning that they can be helped to achieve through competent assistance (Raymond, 2000). The effective use of scaffolding provides an individualised support structure that is in line with the learners ZPD (Chang, Sung, & Chen, 2002). This strategy supports the ability of learners to build on prior knowledge and adopt new information.

The activities incorporated in scaffolding instruction are often beyond the learner’s level of understanding (Olson & Pratt, 2000). Generally, scaffolds incorporate activities that motivate learners, provide learners with learning directions and simplify tasks for learners. Therefore, this provides the learner with the opportunity to accomplish what they could not have accomplished if they were learning independently hence helping the learner to transition from one ZPD to the next (Bransford, Brown, & Cocking, 2000).

A significant aspect of scaffolding as an instructional strategy is that its key aim is to ensure that learners become progressively independent and sustainable in their learning. Thus scaffolding is often used as a temporary instructional strategy. As abilities of learners increase the scaffolds should be progressively withdrawn so as to enable the learner to learn independently (Chang, Sung, & Chen, 2002). Types of knowledge and expertise acquired through scaffolding There are various types of knowledge and skill developed through scaffolding as an instructional strategy.

Based on Ryle (1949), there are types of knowledge which may be developed among learners through scaffolding as a strategy. These are propositional knowledge, procedural knowledge and dispositional knowledge. Propositional knowledge essentially refers to the knowledge of facts or the knowledge that such and such is the case. Propositional knowledge is what Ryle (1949) refers to as “knowledge that”. Through scaffolding, children as learners are able to acquire propositional knowledge as the teacher structures their first encounter with concepts and items and as they withdraw their guidance, the children are able to independently identify propositions.

For example, after being introduced to plastic clay in the play area, a child will be able to subsequently identify it independently basing on its characteristics such as its texture and colours (Lambert and Clyde 2003). In subjects such as mathematics, science and history, a teacher first introduces concepts, formulas and events, initially guiding the learner and then withdrawing the scaffold to enable them internalize them independently (Driver et al 1994). Procedural knowledge can also be gained through scaffolding.

This especially takes place in the context of play based learning. Procedural knowledge essentially refers to the knowledge about how to do things or the know-how (Ryle 1949). Procedural knowledge is essentially the knowledge required to perform an action or task and is kinaesthetic; it can be stored in the mind and body and become almost automated. In the play based learning context, scaffolding helps develop procedural knowledge among learners. For example, a teacher may first demonstrate to a child how to complete a jigsaw puzzle before subsequently withdrawing guidance or instruction to allow the child to attempt the exercise independently (Berk and Winsler 2010).

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