PowerPoint Presentation
Scaffolding Early Learning(SEL)Overview
Scaffolding Early Learning (SEL)Based on Lev Vygotskys approach
to education*targets the critical domains of early literacy
development while at the same time boosting skills important for
all learning, such as self-regulation.A growing body of empirical
evidence validates SELs positive impact on childrens school
readiness because of its emphasis on literacy skills and executive
functions, or cognitive control.
Self-Regulation is a Problem in Todays ClassroomsGrowing levels
of aggression & oppositional behavior have been found in
daycare and Head Start (up to 1/3 of the class).
Preschool teachers report that behavioral problems are their
greatest challenge in the classroom.
Kindergarten teachers report less than 50% of their children
start school with self-regulation.
Changes to the Head Start Child Development Early Learning
Framework3 New Domains*Logic and Reasoning*Social Studies and
Knowledge Skills*English Language Development
Executive Function
Connection to Connecticut Early Learning Developmental Standards
(CTELDS)Sustains attention to taskEngages in cooperative
playEngages in problem-solvingUses complex vocabulary and
sentencesEngages in conversationUnderstands storiesPhonological
awarenessUnderstands printed wordsWrites for
meaning..\CTELDS\cteldsoct2013.pdf
Executive FunctionsCore Executive Functions
*Inhibitory control of actions and attention-self-control or
discipline-selective or sustained attention
*Working memory-holding information in mind & working with
it
*Cognitive flexibility-thinking Outside the box
A closer look at Executive Functions:Inhibitory
controlControlling emotions like anxiety or temper when you dont
get your way or what you want
Being able to stop and think before you act
Acting appropriately when tempted to do otherwise.
Paying attention despite distractions.
Staying on task even when bored or delaying gratification.
A Closer Look at Executive Functions:Working Memory Holding
information in mind and being able to work with it
Being able to reflect on ones thinking
Considering two different strategies for the same situation so
you can weigh and consider them
Taking more than one perspective at a time
A Closer Look at Executive Functions:Cognitive
FlexibilityFlexibly adjusting thinking, actions, and mental effort
to changing demands of the situationIntentionally investing more
mental effort in tasks that are difficultNecessary when you are
multi-tasking (given two or three assignments for homework)
Popular myths about self-regulation/ executive functionYoung
children lack self-regulation because:
They are simply immature and will grow out of it on their
own
They have a medical condition, such as ADHD
The reality of self-regulation isIt does not develop
naturally
It is not a personality characteristic that cannot be
changed
Evidence points to the fact that early childhood is the period
when practicing self-regulated behavior has the most profound
impact on the developing brain (Blair, 2001)
AndIf self-regulation does not develop early, it seems to be
less amenable to later intervention resulting in*academic
problems*anti-social behavior*eventual school drop out rate(Snyder,
2001, Tremblay, Mass, Pagani, & Vitaro 1996)
Classroom interventions can improve self-regulationHigh levels
of dramatic play improves self-regulation when children practice
making the rules and then follow them by regulating their own and
their playmates behaviors (Bodrova & Leong, 2003; Vygotsky,
1977).*All families have given signed written consent for photos to
be shared.
Work CitedBarnett, W. S., Jung, K., Yarosz, D. J., Thomas, J.,
Hornbeck, A., Stechuk, R., Educational effects of the Tools of the
Mind Curriculum: A Randomized Trial & Burns, S. (2008). Early
Childhood Research Quarterly, 23(3), 299-313 Bodrova E., Germeroth,
C., & Leong, D. J. (2013). Play and self-regulation: Lessons
from Vygotsky. American Journal of Play, 6(1)Bodrova, E. &
Leong, D. J. (2012) Chopsticks and counting chips: Do play and
foundational skills need to compete for the teachers attention in
an early childhood classroom? In: C. Copple (ed.) Growing minds:
Building strong cognitive foundations in early childhood.
Washington DC: NAEYCBodrova E., & Leong, D. J. (2012). Tools of
the mind: Vygotskian approach to early childhood education. In:
Rooparine, J. L. & J. Jones. Approaches to early childhood
education (6th ed.). Columbus, OH: Merrill/Prentice Hall, pp.
241-260Bodrova, E. & Leong, D. J. (2012) Scaffolding
self-regulated learning in young children: Lessons from tools of
the mind. In S. Sheridan, R. Pianta, L. Justice, & W. Barnett
(Eds) Handbook of early education. New York, NY: Guilford Press,
pp. 352-369
Work Cited ContinuedBodrova, E., Leong, D., & Akhutina, T.
(2011) When everything new is well forgotten old: Vygotsky/Luria
insights in the development of executive functions. New Directions
in Child and Adolescent Development, 133, 1128Bodrova E., &
Leong, D. (2011). Revisiting Vygotskian perspectives on play and
pedagogy, In Rogers, S. (year). Rethinking play and pedagogy in
early childhood education: Concepts, contexts, and cultures.
Routledge, pp. 60-72.Cordova, E., & Leong, D. J. (2001). Tools
of The Mind: A Case Study of Implementing the Vygotsky Approach in
American Early Childhood and Primary Classrooms. (UNESCO Innodata
Monographs: Educational Innovations in Action No. 7) Geneva,
Switzerland: International Bureau of Education, UNESCO Diamond, A.,
Barnett, W., Thomas, J., & Murno, S. (2007, November 3).
Preschool Program Improves Cognitive Control. Science, 318(585)5,
pp. 1387-1388. doi: 10.1126/science.1151148 Imholz, S. &
Petrosino, A. (2012). Teacher observations on the implementation of
the Tools of the Mind curriculum in the classroom: Analysis of
interviews conducted over a one-year period. Creative Education,
3,185-192.
