The scaffolded characteristic is about including such actions as modelling, encouraging, questioning, adding challenges, and giving feedback to provide the support needed to extend children's existing capabilities. Effective scaffolding by both educators and other children provides active structures to support new learning; it is then progressively withdrawn as learners gain increasing mastery.
- ensure that children know how to seek help and from whom
- model, encourage, question, add challenges and give feedback to support and extend children's learning
- establish a problem-solving climate, encouraging children to experiment and take risks, withdrawing support as children's mastery increases
- provide learning experiences of growing complexity, differentiating the level of support according to children's strengths, motivations and interests.
- recognise when they require help and are able to independently access that help
- accept and incorporate feedback into future learning
- act with resilience in a challenging, but supportive environment
- participate in learning experiences of growing complexity, while receiving differentiated support from their teacher.
"An appropriate learning environment for young children is one in which useful age-appropriate activities are available, interesting practical projects are carried out, teachers have high expectations of children, and children and adults work together as a team."