Teaching Scaffolding To Early Childhood Educators: Action Research in Supportive Learning Practices

By Monica Hansford

One of the most important endeavors that either a caregiver or a professional can embark on is the dispensing of knowledge and basic skills to a student, especially during the student's formative, early years of life. This book takes the reader through both the process and critical principles necessary to teach in a way that sets the course for both the educator and student to effectively grow in the transfer and pursuit of knowledge. It also gives educators insight into providing students the confidence necessary in achieving the often daunting task of learning.

The author takes on this study by using her 30 years of working in childhood development as well as her recent active research from the University of Yorkville in the study of Masters in Education Studies. With the basis of this book on educational empowerment, she takes the reader through the process of "teaching the teacher" (aka scaffolding) as well as providing insight from world renowned psychologists and educators such as Piaget and Vygotsky. Upon reading this work, you will readily find it to be a key resource for parent, teacher, and all other dispensers of knowledge.

• Language: English
• Publisher: Tellwell Talent
• Release date: Oct 3, 2019
• ISBN: 9780228810315

Monica Hansford

The author and researcher graduated from Yorkville University's Master of Education in Educational Leadership in 2018. She is an expert in many areas of human development and critical thinking skills training. In addition, she has been an experienced staffer for many international schools and professional learning organizations. Monica herself owns three private schools and an active international consulting practise. Those businesses currently service the needs of children 2-18 years old, their families as well as train elementary school and early childhood teachers. Ms. Hansford also hires, trains and leads a team of educators from a wide network of learning professionals who support students and families from all walks of life in experiential learning endeavours. All of her efforts focus on assisting people to navigate change, empower resilience and adeptly engage with the individual complexities of learning.

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Teaching Scaffolding To Early Childhood Educators

Copyright © 2019 by Monica Hansford

All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author, except in the case of brief quotations embodied in critical reviews and certain other non-commercial uses permitted by copyright law.

Tellwell Talent

www.tellwell.ca

ISBN

978-0-2288-1030-8 (Paperback)

978-0-2288-1031-5 (eBook)

An Inquiry into Teaching Scaffolding Strategies

to Early Childhood Educators:

An Action Research Study in Professional Development

By Monica Hansford

Submitted in partial fulfilment of requirements for the

Masters of Educational Leadership, Faculty of Education, University of Yorkville

Fredericton, New Brunswick

Faculty Supervisor: Randee Lawrence

Randee Lipson Lawrence

July 27, 2018

Dedication

To all early childhood educators for your tireless hard work and willingness to fight for equity in our daily practices. You support the healthy growth of those most vulnerable by always seeking to develop yourselves. That is inspiring and this book is for you.

Table of Contents

Abstract

Introduction

Research Significance

Problem Statement and Description

Research Questions

Theoretical Framework

Literature Review

Human development.

Brain science and communal learning.

Vygotsky and Montessori.

Piaget.

Social Emotional Learning (SEL).

Metacognition.

Early intervention.

Teaching praxis.

Scaffolding.

Student engagement.

Teaching adult students.

Visual Thinking Strategies (VTS).

Meditation.

Methodology

Approach to Research

Participants

Methods

Data Gathering

My Role as a Researcher

Ethical Considerations

Outcomes and Findings

Process

Planning.

Action.

Evaluation-Reflection.

Planning: Baseline Interviews

Action: Professional Development Workshop

Overview.

Reflection: Detailed observations.

Evaluation: Follow-up After Workshop

Reflective summary of AR process.

Summary of Findings and Outcomes

Conclusion

References

Appendix ABaseline Interview Questions

Appendix BWorkshop Follow-up Interview Questions

Appendix CData Checklist/Tally Sheet

Appendix DECE Team Assessment of Key Scaffolding Skills

A

bstract

In the field of education, the term scaffolding refers to a process in which teachers’ model or demonstrate how to learn new concepts or skills and then step back offering support as needed. The purpose of my action research is to create and discover new practices for early childhood educators (ECEs) seeking to develop their own scaffolding strategies to use in teaching young children. This research is meant to support the problem solving and critical thinking for early childhood educators as they create educational environments that model the scaffolded learning approach. My practice-based challenge was creating an environment to mentor strong, creative scaffolding skills in teachers on the job.

When creating my theoretical framework, I chose qualitative research based on action research (AR) methodology with cycles of planning, action, and evaluation-reflection. I went through three cycles of planning, action, and evaluation-reflection during my study to produce credible outcomes. My framework is grounded in constructivism which in educational theory states that humans come to understand their world and learn from it through reflection and hands-on experiences. My belief in constructivism pulled me to blend Lev Vygotsky’s theory of social development with elements of Jean Piaget’s theory of cognitive development as the work of these seminal theorists capture my view that learning is a lifelong ageless endeavour.

My summary research findings point to the awareness and understanding of one’s thought processes (i.e. metacognition) of early childhood educators as the foundation for developing strong scaffolding skills. My primary recommendations include:

1.Evaluating individual scaffolding capacities and obstacles to learning as a starting point to supporting professional development;

2.Creating innovative, team-based classroom operations; and

3.Structuring resources to ensure regular, reflective metacognitive practice.

Learning and teaching how to learn is a multi-faceted complex conversation. Several concepts that focus on different but interrelated elements referred to during the research process within this AR are: scaffolding, cognitive development, critical thinking, differentiated teaching, problem solving, self-regulation, and social emotional learning (SEL). These terms relate to larger bodies of connected complex theories which I employ throughout this book because they inextricably intertwine in supporting educators to develop their