Successful scaffolding happens in what Lev Vygotsky (1978), a pioneering psychologist, coined the zone of proximal development (ZPD). It is a bridge teachers create to connect existing knowledge to new knowledge and understanding. Scaffolding allows children to solve a problem or carry out a task that is beyond their current abilities. In addition, by examining their beliefs, teachers can become more sensitive to the many opportunities to scaffold presented in everyday interactions. Understanding the process can help educators be more intentional in their interactions. Scaffolding is typically demonstrated with older children, yet adults’ natural interactions with infants and toddlers are scaffolding learning all the time. Scaffolding is how adults support children’s development and learning by offering just the right help at just the right time in just the right way. Evelyn, saying, “Lellow!”Įach of these scenarios shows skilled teachers setting up environments and facilitating infants’ and toddlers’ development and learning. Can you find something else yellow?” Aydin looks back at the table and picks up a yellow toy car. Evelyn says, “Yes, that’s a yellow block. Aydin immediately goes to the table and picks up a yellow block, saying, “Lellow!” Ms. She places several yellow objects on a small table, along with a few red objects. Recently, she has noticed that Aydin knows the color yellow. Evelyn has three other toddlers close to Aydin’s age. ![]() Twenty-two-month-old Aydin has just arrived at Ms. He says, “Okay, Shayla, can you walk to me?” Holding tightly to the two toys, she takes three steps and reaches Mr. He holds her hands while she steadies herself, then gives her two small toys to hold so that she balances on her own. Do you want to try again?” Shayla reaches up her arms and Mr. Peter says, “Boom, you fell down, but you’re okay. Peter, sitting nearby, says, “Hi, Shayla!” He reaches his hand toward her, and she takes one step, then another, then falls down. Shayla, 11 months old, lets go of the cart she is pushing and stands alone. Anthony looks surprised and laughs, reengaged. The next time she puts the blanket up, she moves it to the side of her face and peeks out from a different place. After she does this a few times, she notices that Anthony’s attention has waned. She holds a blanket in front of her face, peeks out over the top of it, and says, “Peek-a-boo!” Anthony laughs. Tonya plays peek-a-boo with Anthony, 4 months old. Ensure scaffolds are erected, moved, dismantled, and altered under the supervision of a competent person.Ms.Use a licensed professional engineer competent in scaffolding to design the scaffolds (if the state has specific qualification requirements).Always use a licensed professional engineer competent in scaffolding to design tube and coupler scaffolds that exceed the standard limits set forth by OSHA. ![]()
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