In construction, a scaffold is a temporary structure used by workers to access heights and areas that are hard to get to. This is exactly what educators are doing when they scaffold for students. A student is having a hard time reaching a new height—understanding a concept, answering a question, or completing an activity—and the teacher provides just enough support to allow the student to succeed.
As part of Quality of Feedback within the CLASS tool, we want to see that the teacher is providing feedback that expands learning and understanding. Scaffolding is an excellent strategy for supporting both individuals and an entire class, and can come in many forms.
Let’s look at one scenario seen often in a preschool classroom and five ways a teacher could scaffold the student’s experience.
A child is playing with blocks and is frustrated that the tower keeps falling down.
In each of these scenarios, the teacher is allowing the student to perform at a higher level than they would be able to on their own. These same strategies work whether the student is stuck while counting, sorting, creating a plan, or opening a snack.
Calvary City Academy & Preschool closed on March 13, along with most programs in Florida. While closed, we had much to prepare for reopening. While children were home, we prepared packets to send home, met with children virtually, and even hosted things like field day, spirit week, and graduation virtually! Even with those successes, we were so happy to be able to return to being in-person when we reopened in June. Since June, we’ve learned a lot. Here’s what’s working for us:
Jess Pablo is an early childhood coach and grade level chair at The Primary School, a non-profit school in East Palo Alto, California, that serves children aged pre-K through grade 3, bringing together education, health, and family support services to support children’s holistic growth. Below are some of the ideas, concerns, and suggestions she shared as her program resumes this year in a mostly virtual learning environment.
With the increased presence of virtual schooling, parents and educators of young children, including myself, are finding themselves stressed. Are children getting the content they need? How do I engage children in learning virtually? How do we help children develop essential skills such as curiosity, attention, and emotion regulation in a virtual setting? In a recent New York Times op-ed, entitled “Kids Can Learn to Love Learning, Even Over Zoom”, psychologist Adam Grant shared ways that teachers can promote curiosity in a virtual classroom. He discussed the importance of including “mystery, exploration, and meaning.”
So much has changed in the world of early childhood education since a global pandemic became part of our reality. School districts, families, child-care centers, home centers, state agencies, and federal agencies have been scrambling to keep up with what caring for young children looks like under new regulations. The statewide agency I work for consists of both federal (Head Start) and state-funded programs, and I’d like to share what guidance we’ve created for staff around changes in the day-to-day routine.*