Teacher presence is essential in all aspects of the curriculum, as it sets the foundation for a successful early childhood program through high-quality interactions with children. This essay examines the importance of scaffolding as an intentional teaching strategy and its impact on enhancing children’s play. It also investigates various theories related to scaffolding, emphasizing how these theorists recognize teachers as vital participants in the learning process.
The text will examine the concept of ‘Intentional Teaching’ and the advantages it brings in the early childhood setting. Additionally, it will demonstrate how a positive teacher presence enhances children’s learning outcomes. Scaffolding, an approach employed by educators, assists children in attaining their objectives and expanding their knowledge. It enables children to complete tasks that may otherwise be too challenging for them to accomplish independently. Devoid of this assistance, the child may potentially abandon the task due to perceiving it as excessively difficult.
Adults frequently assist children in tasks like connecting blocks to build a tower. If the blocks don’t fit correctly, young children may feel frustrated and give up on their project. However, with proper support and guidance, they can overcome challenges and keep working on their masterpiece. Scaffolding can be provided to children in different ways, depending on their age, development stage, and specific goals.
Using scaffolding as a strategy, educators can enhance a child’s learning. According to the Visigoths Zone of Proximal Development (ZAP), scaffolding refers to the “help” provided to a child in bridging the gap between the most difficult task they can do alone and the most difficult task they can do with assistance (Turner, 2011). Arthur, Beechen, Death, Docket, and Farmer (2005) define scaffolding as the process in which others offer guidance and suggestions.
According to Oregon (1990, cited in Docket and Fleer, 1999), those who have expertise in a particular area, such as teachers, play a role in supporting children’s exploration of new ideas and facilitating their deeper understanding. This support, known as scaffolding, can take various forms, ranging from offering verbal prompts to creating a supportive learning environment. Oregon (1990, cited in Docket and Fleer, 1999) refers to this process as ‘Guided Participation,’ as it acts as a bridge between the familiar and the unfamiliar.
According to Docket & Fleer (1999), adults can offer scaffolding in various ways. For instance, when an adult assists a child in learning to ride a bike by holding it, they are providing scaffolding. Beer and Winkles (1995) concur that scaffolding can manifest in different ways. However, its essence lies in the support system provided to children, empowering them to enhance their abilities. The ultimate aim of scaffolding is for the teacher/adult to gradually release control until the child becomes capable of independently handling the task.
Scaffoldings assist in enabling children to complete tasks that they are unable to accomplish on their own, thereby fostering their play. According to Docket & Fleer (1999), scaffolding aids in the improvement and expansion of children’s knowledge, skills, and understanding. It is essential for children to actively participate in the scaffolding process rather than simply receiving instructions. Brakeman & Couple (1997) propose that teachers can capitalize on children’s interest in a specific area or topic to develop the curriculum, which subsequently sparks the child’s curiosity in that particular subject.
Scaffolding is the support given to children as they progress through the ZAP. According to Docket and Fleer (1999), scaffolding involves joint problem-solving with the teacher and child working together on a meaningful activity. The teacher helps keep the tasks within the child’s Zone of Proximal Development.
According to Turner (2011), Dewey emphasizes the importance of interaction in scaffolding and believes that curiosity drives learning. Therefore, the interactions between teacher and child can extend the child’s interest and curiosity. It is evident that each theorist has a different perspective on the role of the teacher and teacher presence. The specific interactions between teacher and child will depend on the teacher’s view. Docket & Fleer (1999) suggest that teachers scaffold children’s play based on their theoretical understanding of play.
If a teacher follows a Paginating view, they may scaffold play by providing an environment that encourages children to play with their existing knowledge (Docket & Fleer, 1999). Conversely, if the teacher adopts a social Constructivist perspective, they will promote challenge and complexity through scaffolding (Docket Fleer, 1999). However, despite their differing views, all theorists agree on the crucial role of the teacher in the learning environment.
In the context of learning, recognizing the impact of the social environment is crucial. According to Bigotry (2002), when children engage with others who help and encourage their learning, it improves their learning experience. Docket and Fleer (1999) additionally stress that teachers who embrace Bigotry’s viewpoint will structure their curriculum to broaden children’s knowledge and provide support in the Zone of Proximal Development. The importance of effective interactions between teachers and students should not be underestimated.
According to the Early Years Learning Framework (Australian Government, Department of Education, Employment and Workplace Relations, DREW 2009), the teacher plays a vital role in shaping a child’s learning outcomes. ‘Intentional Teaching’ is defined as purposeful and deliberate interactions between an adult and a child. Within this framework, educators who embrace Intentional Teaching actively facilitate children’s learning by providing meaningful experiences that nurture advanced thinking skills (DREW, 2009).
Educators who value spontaneous teachable moments understand the importance of seizing these opportunities to further children’s learning in a specific task (DREW, 2009). This aspect is crucial for teachers to remember when implementing this teaching strategy. Furthermore, this framework emphasizes the use of Play as a context for learning, which allows children to express their unique personalities and nurture their curiosity and creativity (DREW, 2009).
According to DREW (2009), personal expression during play is essential for children to understand and connect their prior learning and experiences with new learning. Children actively build their own understanding and recognize their agency, or their ability to initiate and lead learning. In the early childhood context, the curriculum encompasses all interactions, experiences, planned and unplanned, that promote learning and development.
According to DREW (2009), the Best Practice for the Early Years Learning Framework for Australia emphasizes the importance of learning through play, intentional teaching, and creating a suitable learning environment in early childhood education. Grounds and Stewart (2011) also highlight the significance of intentional learning and assert that effective teachers in this field are intentional in all their interactions with young children. Providing support, encouragement, and appropriate challenges is crucial for facilitating a child’s development and helping them achieve their learning goals. If teachers fail to engage students with real-life activities, children may struggle to understand their purpose. Moles (2001) states that when activities do not relate to a child’s real-life experiences, the process of learning becomes more difficult. Hence, it is important for children to actively participate in meaningful and relevant learning experiences.
Teachers can ensure that the learning experiences are relevant to children’s real-world experiences and achieve their desired outcomes by utilizing a play-based curriculum and incorporating their interests. Establishing positive relationships with children through collaborative teamwork is crucial for this connection to home life. The teacher’s role in the learning process is invaluable, as the child’s outcomes greatly rely on their interactions and ability to utilize knowledge to enhance learning.
The teacher’s role is to establish a conducive learning environment that promotes safety and security in children, ultimately cultivating their eagerness to learn. Both Dewey and Viscosity highlight the collaborative nature of learning between adults and children. Dewey particularly emphasizes the importance of social interaction and curiosity as catalysts for effective learning (Turner, 2011). Additionally, Fleer (2013) highlights the significant impact of teachers’ perspectives and beliefs on their teaching approaches and interactions.
Teachers find inspiration in The Interiors approach, which emphasizes the importance of creating a suitable physical space. This involves using small tables and chairs to establish a well-organized and functional environment. Unlike other theories that encourage active teacher involvement, The Interiors approach suggests that teachers should observe the learning process instead. Maria Interiors, the founder of this approach, believed that it is the responsibility of teachers to create an environment that meets the child’s needs. By doing so, teachers can eliminate obstacles to natural development and provide opportunities for growth and success.
Teachers’ involvement in learning and the quality of interactions are important factors that determine learning outcomes, according to Johnson, Christie, and Warble (2005). These interactions have both short-term and long-term effects on a child’s development. When children establish positive relationships with educators, it leads to positive peer interactions and a more favorable perception of early childhood settings. Consequently, children are more likely to take advantage of available educational opportunities (Bowman, Donovan & Burns, 2001).
Different theorists have different views on teacher presence and the role of the teacher. However, they all agree that the teacher is important in aiding children’s learning through play and increasing the significance of this play. Intentional teaching techniques are commonly employed in early childhood education. Many teachers perceive most of their teaching in a high-quality early childhood program as a form of intentional teaching. Scaffolding is a crucial part of the intentional teaching process.
Teachers can utilize a structured and supported framework to enrich the learning experience for each individual child in a significant manner. The way this framework is put into action may vary among teachers depending on factors such as the child’s characteristics, the environment, and the teacher’s personal beliefs, theories, and skills. However, having a teacher plays a crucial role in implementing the curriculum. A positive teacher presence capitalizes on all available learning opportunities to assist children in achieving their highest potential for learning.
