005: How to “scaffold” children’s learning to help them succeed

When I started talking with people about the idea for this podcast, one theme that came up consistently was the idea of supporting our children’s growth and development. A friend of mine summed it up most concisely and articulately by asking “how do I know when to lead and when I should step back and let my daughter lead?” This episode covers the concept of “scaffolding,” which is a method parents can use to observe and support their children’s development by providing just enough assistance to keep the child in their “Zone of Proximal Development.” This tool can help you to know you’re providing enough support…but not so much that your child will never learn to be self-sufficient.   Jump to highlights 00:38 Introduction of episode 01:27 3 Theorists of learning and development 04:49 Example of scaffolding 08:55 To many cultures scaffolding is neither needed nor used 09:37 Difference between experience expectant behavior and experience-dependent behavior 13:55 Components on how to scaffold learning 17:06 Conclusion of the episode   Learning Membership Do you want to turn your child’s interests into learning opportunities? The Learning Membership is here to help you. Make learning a fun adventure that not only strengthens your bond, but also nurtures your child’s intrinsic love of learning—an essential foundation for success in an AI-driven world. Get tools and strategies to support your child’s love of learning and future-proof their success in navigating whatever comes their way. No special skills needed—just a willingness to explore alongside them. All the usual stuff applies - sliding scale pricing, money back guarantee. Enrollment will open again soon. Click the banner to learn more!   References Berk, L.E., & Winsler, A. (1995). Scaffolding children’s learning: Vygotsky and Early Childhood Education. Washington, D.C.: National Association for the Education of Young Children. Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher 18(4), 32-42. Courtin (2000). The impact of sign language on the cognitive development of deaf children: The case of theories of mind. Journal of Deaf Studies and Deaf Education 5,3 266-276. Retrieved from: http://jdsde.oxfordjournals.org/content/5/3/266.full.pdf Greenough, W.T., Black, J.E., & Wallace, C.S. (1987). Experience and Brain Development. Child Development 58, 539-559. Full article available at: https://www.researchgate.net/profile/James_Black11/publication/20116762_Experience_and_Brain_Development/links/552b9d830cf21acb091e4d90.pdf Hirsh-Pasek, K. & Golinkoff, R.M. (2003). Einstein never used flash cards. Emmaus, PA: Rodale. Johnson, J.S. & Newport, E.L. (1989). Critical period effects in second language learning: The influence of maturational stage on the acquisition of English as a second language. Cognitive Psychology 21, 60-99. Full article available at: http://www.psy.cmu.edu/~siegler/JohnsnNewprt89.pdf Lancy, D.F. (2015). The Anthropology of...