Using these steps, consider a cognitive “problem” a young child might encounter that he/she needs help with (such as putting together a puzzle, sequencing – putting items in order, sorting by color or size, adding, subtracting, tying shoes, learning to tell time, etc.) Describe how you would scaffold the child by applying these steps to a specific “problem”.
• First you might solve a problem for the child while he/she passively listens.
• Then you might solve most of a problem, but ask the child to fill in a few of the gaps.
• Then you might ask the child to solve a problem but provide information as needed when he/she gets stuck.
• Then you might ask her/him to solve a problem on his/her own while you listen, providing feedback only after the fact.
can someone please give me an example , thank you
This site has an excellent example of scaffolding.
http://www.sohe.wisc.edu/outreach/ece/promprac/teaching/p6ttscaff.html
Sure! Let's take the example of a young child who needs help with putting together a puzzle. We can apply the scaffolding steps to guide the child in solving the puzzle:
1. Passive Problem-solving: Begin by solving the puzzle in front of the child while they passively listen. Verbally explain the steps you are taking and why you are choosing each piece. For example, you can say, "First, I'm going to find all the corner pieces, then connect the border, and finally, I'll work on filling in the middle."
2. Partial Problem-solving: Move on to solving most of the puzzle but leave a few gaps for the child to fill in. Encourage them to actively participate by asking questions like, "Can you find the missing piece for this part?" or "Where do you think this piece might fit?"
3. Guided Problem-solving: Next, ask the child to solve a problem on their own, but provide information or hints as needed when they get stuck. For instance, you can suggest, "Try starting with the edge pieces, they usually have a straight edge," or "Look for colors or patterns that match nearby pieces."
4. Independent Problem-solving: Finally, ask the child to solve a puzzle completely on their own, while you listen and observe. Allow them to work independently and only provide feedback or guidance after they've finished. This way, they can gain confidence in their abilities and receive constructive feedback, such as pointing out areas where they did well or suggesting alternative strategies for future puzzles.
Remember that every child is different, so it's important to adapt the level of support based on individual needs and abilities. The goal is to gradually decrease scaffolding as the child becomes more confident and capable in solving the puzzle independently.