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Putting Scaffolding Into Action: Preschool Teachers’ Actions Using Interactive Whiteboard

Early childhood education journal, 2020, Vol.48 (1), p.79-92 [Peer Reviewed Journal]

The Author(s) 2019 ;Early Childhood Education Journal is a copyright of Springer, (2019). All Rights Reserved. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1082-3301 ;ISSN: 1573-1707 ;EISSN: 1573-1707 ;DOI: 10.1007/s10643-019-00971-3

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  • Title:
    Putting Scaffolding Into Action: Preschool Teachers’ Actions Using Interactive Whiteboard
  • Author: Maryam, Bourbour ; Sören, Högberg ; Gunilla, Lindqvist
  • Subjects: Correlation ; Education ; Education and Learning ; Educational Technology ; Interactive whiteboard ; Learning and Instruction ; Learning Processes ; Pedagogy ; Preschool Children ; Preschool education ; Preschool Teachers ; Preschool teachers' actions ; Scaffolding ; Scaffolding (Teaching Technique) ; Scaffolding functions ; Scafolding ; Scafolding functions ; Sociology ; Sociology of Education ; Teacher Student Relationship ; Teaching Methods ; Utbildning och lärande ; Video Technology
  • Is Part Of: Early childhood education journal, 2020, Vol.48 (1), p.79-92
  • Description: This study aimed to explore preschool teachers’ actions in order to support children’s learning processes in a context where an interactive whiteboard (IWB) is used. Five preschool teachers and 22 children aged 4–6 were video observed in 2017 and early spring 2018 over a period of 5 months. The findings of the study revealed 21 scaffolding actions which preschool teachers used including: Concretizing, Questioning, Instructing, Providing space, Affirming, Providing feedback, Inviting, Watching, Laughing together, Approaching, Standing/sitting beside, Simplifying, Filling in the blanks, Confirming, Participating, Challenging perception, Challenging thought, Explaining facts, Displaying, Explaining solutions, and Referring back. By characterizing teachers’ actions in relation to different scaffolding functions, the relationship between action and scaffolding function was particularly clarified. Six of the functions, including recruitment, direction maintenance, marking critical features, reduction in degrees of freedom, frustration control and demonstration were aligned with Wood et al.’s (Child Psychol Psychiatry 17:88–100, 1976) theoretical framework. By identifying two additional functions, i.e., mutual enjoyment and participation in the activity, more importantly the study contributed to the development of Wood et al.’s (Child Psychol Psychiatry 17:88–100, 1976) theoretical framework. It can be said that the findings of the study expanded and deepened our understanding regarding scaffolding processes and the ways they can be implemented in teaching practices.
  • Publisher: Dordrecht: Springer Netherlands
  • Language: English
  • Identifier: ISSN: 1082-3301
    ISSN: 1573-1707
    EISSN: 1573-1707
    DOI: 10.1007/s10643-019-00971-3
  • Source: ProQuest One Psychology
    Education Resources Information Center (ERIC)
    Springer Open Access Journals
    SWEPUB Freely available online
    ProQuest Central
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