ASSIGNMENT | Early Childhood education STEM

Instructions

Here\’s a nice schematic of Vygotsky\’s Zone of Proximal Development and the idea of scaffolding children\’s experiences.

http://www.dreambox.com/blog/math-learning-zone-proximal-development

As you continue in this Chapter, you\’ll read about Observational Assessment. Here\’s an example of observers collecting information to identify how interactions impact children\’s math learning. You can also see that observations are necessary if we are going to understand where a child\’s skills are at, what they are capable of doing with some scaffolding and what experiences we can intentionally plan for their next step.

As stated in the CECE video: Math ability in preschool is one of the best predictors of later school success–research suggests it is a better predictor than early literacy skills. While many studies have found strong relationships between young children’s play and literacy, studies of teacher interactions in play and mathematics learning have not been conducted. This edition of Research Clips describes findings from a study aimed at identifying classroom interventions in play that are associated with math achievement in three- and four-year-olds. The findings indicate that how teachers interact with and communicate with children while they play has powerful impacts on children’s mathematical learning.

After viewing, identify how the teacher is scaffolding the learning.

http://www.easternct.edu/cece/math-play-video/

Please DO NOT USE ANY SOURCES BESIDES THE VIDEO .

SAMPLE SOLUTION

Early Childhood Education STEM
Scaffolding is a process in which teachers structure or demonstrate ways of solving a problem. In the video, the teacher has adopted various ways of scaffolding. To begin with, the educator interacts with the child based on number sense. The teacher models the process in the form of leading questions and answers. For example, the tutor begins counting, thus tempting the child to continue the counting. It should be noted that number sense involves mathematical engagements where the child is taught to understand quantities and numerical (Center for Early Childhood Education, n.d.). The educator can observe the child’s mathematical ability based on how far the child can count.
Secondly, the teacher is scaffolding learning through communication about mathematics. Here, the scaffolding process involves a child explaining how best they understand the mathematical concept. For example, the teacher asks the differences…