Early childhood teachers have been encouraged recently to scaffold children's learning. This paper clarifies this construct alongside guided participation and co-construction, other constructs which have the capacity to positively impact on early childhood programs, pedagogy, and practice by facilitating and extending children's learning beyond the traditional, Piagetian play-based approach to curriculum. Social-constructivist theories support a complex model of teaching and learning which values both child-initiated and teacher-initiated learning experiences. These theories imply a pro-active role for the early childhood teacher in creating a challenging learning environment for young children and possessing the pedagogical knowledge and skill to teach during children's play, thereby reconceptualising teaching in early childhood education.
Helen Hedges (Fri,) studied this question.