TTPE: Guidance, Scaffolding & Problem Solving

Guidance

Purpose

to ensure that they behave in a way that is safe and acceptable

to support children in their long-term success of achievement

to support children in their growth and character development e.g. self-regulation

to establish predictable routines

Strategies

to model kindness and respect (through reflection) to achieve trust

watching, listening and learning about the child's interests and temperaments

being discreet and gentle, firm yet consistent

making verbal and non-verbal message agreement

showing the child respect and that he/she is being guided not punished

redirecting the child's attention

giving choices to develop a sense of autonomy

working with children in setting rules and boundaries

allowing natural consequences (actions happens and is followed by natural consequences)

using humour to take away the attention

leading through a logical consequences

Scaffolding

How

being sensitive to the child's ability levels and judge when the child is able to move from one competence level to the other

considering the time needed to support, guide and assist the child

using explicit hints, questions modelling, instructions and descriptions

using a variety of verbal and non-verbal teaching techniques e.g questioning, prompting, praising, confirming, point out

6-steps scaffolding

1) Teacher/ Competent Peer demonstrates/models, instructs, describes

2) Teacher & Child practices together, Teacher models, praises, prompt/hint, describes, praises

3) Child practices alone, Teacher questions, prompts/hint, describes, praises

4) Teacher praises & gives feedback to Child

5) Child teaches Less Competent Peer and describes; Teacher points out and confirms

6) Teacher gives feedback & extends learning

Problem Solving

definition

Strategies

involves helping children learn how to find answers to puzzles, questions, dilemmas, issues, predicaments and quandaries they face in their daily world

facilitating a problem-solving climate: environment that children feel safe in e.g. prompt of hint if they are stuck - physically staying away, play instrumental songs for calm vibes

Creating time to problem solve: Time check twice/ make use of duration of music

creating space to problem solve: big open spaces

using materials to encourage problem-solving: design thinking

showing familiarity with how to problem solve: provide variety of materials

choosing appropriate problems to solve: have prior knowledge to