Qualification: Level 3 Diploma for the Early Years Educator
Unit: Unit 3.6: Develop emergent mathematical skills of children
Learning outcome: 4 Understand the role of the Early Years practitioner in relation to supporting children’s emergent mathematical development
Assessment criteria: 4.1 Describe reasons for scaffolding children’s mathematical development
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- Scaffolding is a strategy used to support children’s learning and development by providing apporopriate knowledge and encouragement when it is appropriate to do so
- The concept was first used by Vygotsky and his Zone of Proximal Development – children can learn more effectively with support from adults or peers
- Reasons for scaffolding children’s mathematical development include:
- New concepts can be introduced at the appropriate time (when the child has the foundational knowledge to advance to the next step)
- Mathematical concepts can be tailored to a child’s interests and be made more meaningful to them
- Positive interaction with children can provide encouragement and increase their confidence
- It is also important to know when to leave a child to work through a mathematical problem independently
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