Modeling and scaffolding

Modeling is another aspect of learning that is importantin early childhood

education. The teacher models both concepts that are to be understood and
correct language usage. In addition, teachers model attitudes; enthusiams for
learning is caught, not taught.prosocial behaviors are often best learned when
they are mpdeled or when chi;dren can observe them in others. Other behaviors
an attitudes that influence learning are also modeled for the young child.
Teachers who are caring, questioning, and thoughtful learners, for example, are
more likely to have student with these same academic qualities. Skills and
behaviors, in particular, are learned throught imitationnormodeling. To tie a bow
based on a word description of that skill would be very difficult, but when the
skill is modeled for a child who is developmentally ready, with practice it can be
learned. If a child is praised for work, effort, or a particular behavior, the praise
serves as reinforcement for that child.in addition, other children will desire to
receive the praise, so they too will try to accomplish the work or skill. This is
observational learning: children observe others and then model or imitate that
persons efforts, skills,or work.

Scaffolding is adult assistance or support to young children as they build a firm

understanding. It is building bridges to higher levels of thinking and learning
(Berk & Winsler, 1995). Scaffolding consists of giving clues, reminders,
encouragement, support; breaking problems or challenges into steps; or
anything else that allows the child to grow in independence as a learner.
Scaffolding includes the following goals and components (Berk & Winsler, 1995);

- Joint problem solving

- Intersubjectivity (two participants with different understandings begin a
task and then finish with a shared understanding)
- Warmth and responsiveness
- Keeping the child in the zone of proximal development (ZPD)
- Promoting self-regulation

In assisted learning or scaffolding, the teachre or adult watches and listens to

see how or what he or she might do to support the children in their learning.

Stories

There are many meaninffull an remarkable benefits of stories in our lives;

they open minds to understanding, touch hearts, and capture imaginations.
Stories help children to make sence and meaning of the things that they are
taught. Smith (1990, pp. 62, 63) writes in descriptive terms about the
connection between stories and thinking:

Thought flows in terms of stories-stories about events, stories about people,

and stories about intentions and achievements. The best teachers are the
best storytellers. We learn in the form of stories. We construct stories to make
sense of events....... the brain is a story-seeking, story-creating instrument.
When ideas and concepts are taught with stories, they are remembered.
Events, facts, and bits of information in and of themselves are not meaningful
an not remembered, but in the context of the story they become understood,
intelligible, and retained. All people express themselves through sharing the
stroies of their lives.

Stories have a powerful affect because they not only impart ideas, concepts,
and information and describe people, events, and places, but they also
engage emotions. Through stories we exchange experinces and feeling. Storis
clarify whta is being taucht and enable children to make sense and meaning
of what the teacher is trying to teach. Storytellers weave a story in their own
words, create images, and stir emotions, but the listeners or readers bring
their own experinces and imaginations into play to make meaning.

Rich sociocultural Heritage

Both what and how young children learn depends partially on the
sociocultural base-the context-of their experinces and lives. Their knowledge
is not just individually constructed,as the constructivists believe, but is also
greatly influenced b their particular families and the culture from which they
come. Cultursl habits and traditions in homes and communities serve as
contexts for childrensdevelopment; they alsoprovide content as well as
opportunities for learning (New, 1999). Learning takes place throught
childrens active particiption in the tradition, routines, and rituals of their
culture, live and contexts. As they interact with the significant people in their
environment, the shared understandings between child and others will
eventually become internalized knowledge, skills, and attitudes (New,1999).
The broad range of various experinces and perspectives that diverse student
bring to school is a powerful way for all children to learn more. Thus, students
individual differences are a resource from which others can learn.

Interaction with others

Children learn form one another, and this learning includes both cognitive and
affective perceptions. The interpersonal intelligence, one of gardners eight
suggested intelligences, is the capacity to discern and respond apporpriately
to the moods, temperaments. Motivasions, and desires of other peolple
(Gardner, 1983). Learning in samll groups from their peers satisfies childrens
needs more than when they learn alone. Many academic and prosocial skills
are the outcome of peer interaction. Childrens analytical and academic skills
are sharepened, and they develop both oral and listening abilities. They learn
to be sensitive to others and understand another persons point of view.
Because no student in the group secceedswithout the cooperation and
support of the other group members, interdependence and bonding result
from this type of learning.

Children in todays society will be required to be thoughtful and to have

technical, relationship, and communication skills. The most effective way to
develop these kinds of competencies is in small groups, where the focus is on
a team effort, on helping and learning from one another, as opposed to a
competitive approach.

Cooperative learning fosters higher achievement in children, especially when

groups are rewarded for individual echievement (Kagan, 1997). In other
words, children achieve the most when their learning is characterized by
theteam members having a positive, interpendent goal with individual
accountability (Jacobs, Power & Loh, 2002; Slavin, 1994). When peers work to
support, recognize, and build up one another, enhanced learning accours and
self-esteem is nurtured.

Summary

Developmentally appropriate early childhood education means providing a

curriculum and environment that are right for the developmental needs of
children. The development needs and characteristic of age groups and
individual children need to be understood, and learning activities and doals
should be based on the knowledge that childrenin early childhood are ready
for learning through their senses, utilizing experiences, materials, and
concrete activities.

Play is an integral part of the early childhood environment and curriculum.

Play does notstifle or prevent learning; rather it enables children to learn
(Bodrova & Leong, 2003). It is imperative that teachers recognize the inherent
values in play, organize an environment that reflects these value, and plan a
curriculum based on play. Plai is developmentally right for children 3 to 8
years age; it is what they need, based on our understanding of their
developmental characteristics.

The physical environment is an important ingredient in determining the

feeling or tone of the classroom or center. It shows the children what they are
able to touch and what they will learn, how they should be have, and what
the should feel about their education. Early childhood educators must
recognize their responsibility in creating a physical environment that has
positive influences on the learning and growth of the children who use the
environment. Toys and materials must be properly selected, used, stored, and
cared for time spent creating adn appropriate and inviting environment
offering many opportunities for play will benefit learning.

Teachers should assess youmg children to guide and plan for their learning
and communicate in a knowledge way with parents. Using documentation in
our assessment benefit the children, school, and parents ( Dodge, Heromen,
Charles, & Maiorca, 2004; Helm et al., 1997). However, any assessment
should be used for the benefit of children and should never be used to keep
students out of a program or retain them in a particular grade. In early
childhood, authentic assessment such as observations. And portfolios are
used to determine needs, evaluate growth and learning, guide the curriculum,
and evaluate the program.
In a developmentally appropriate program or classroom, we recognize that
young children learn in a different way than older children or adults. The
ingredients of learning, experinces, choices and decisions, curiosity and
inquiry or questioning, sociocultural background , communication and oral
language, modeling and scaffolding, stories, and peer interactions are
significant considerations leading to meaning and understanding. Excitement
and enthusiasm in learning should be preserved and fostered throughout and
individuals lifetime. However, we have cautioned against inappropriate,
pressurized early learning. We propose that children want to learn and that
successful developmentally appropriate teaching begins with and builds on
concepts that are relevant during the early years.

Student learning activities

1. Describe characteristic of developmentally appropriate practice (DPA).

Visit at least three different early childhood classrooms or centers and
evaluate then on the basis of DAP. What have you learned?
2. Why do you think play is important? Visit an early childhood classroom and
evaluate the kinds of and opportunitie for play.
3. Using the criteria for room arrangement suggested in this chapter, draw a
sample room arrangement. Describe the intended age group. Tell why you
included the specific areas. Does the arrangement support a particular
curriculum theme?
4. Visit with several early childhood teachers and discuss the forms of
assessment that they use. How do they use them? Are the example
developmentally appropriate? What suggestions would you have for these
teachers?
5. After reading the chapter, observing in early childhood classrooms, and
reflecting on and creating your own philosophy of how young children
learn, write a one-page paper on your thoughts of early childhood
learning.