Scaffolding Upward (E2.4.10)
Sub Category: Scaffolding and Communication-Based Strategies: Supporting Cognitive and Language Development
Credential Level: Level 3 •
Age Group: Infant, Toddler, Pre-K
COMPETENCY STATEMENT
Scaffolds upward when responses indicate a question or inquiry is too easy for a child (asks follow-up questions that pull for deeper understanding; for example, if child responds, “The wolf wants to blow down the house.” The teacher queries, “Why does he want the house to fall down?” or “Why is he having a harder time blowing down this house?”)
DEFINITIONS
When a child's response shows they already understand a concept, teachers can extend their thinking by asking deeper questions. This technique, called scaffolding upward, challenges children to explain their reasoning, make connections, or consider new perspectives. Thoughtful follow-up questions help children move beyond surface-level answers and develop critical thinking skills.
EXAMPLES
Scaffolding Upward
Age Group: Toddler
Age Group: Toddler
In this exemplar video, a teacher extends a toddler’s exploration of a magnifying glass during outdoor play. Notice how the teacher builds on the child’s observations by asking follow-up questions, introducing new vocabulary, and encouraging the child to investigate how the magnifying glass changes the appearance of objects and can be used to search for worms in the mulch, an example of scaffolding upward when responses indicate a question or inquiry is too easy for a child.