Scaffolding Downward (E2.4.9)
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 downward when children’s responses (or nonresponse) shows a lack of understanding (asks follow-up questions that guide a child toward a meaningful response; for example, if the teacher asks, “What do you think is happening in this picture?” and the child is unable to provide a description, the teacher asks “What is the wolf trying to do to the pig’s house?”; finally, “Is the wolf trying to blow it down?”)
DEFINITIONS
When a child struggles to answer a question or seems unsure, teachers can provide support by breaking the question into smaller, more manageable parts. This technique, called scaffolding downward, guides children toward understanding step by step. By adjusting questions to meet the child where they are, teachers build confidence and help children reach meaningful responses.
EXAMPLES
Scaffolding Downward
Age Group: Toddler
Age Group: Toddler
In this exemplar video, a teacher supports toddlers as they identify the color of a classroom object. Notice how the teacher provides additional prompts by tapping the book cover, repeating the question, and modeling the word “orange” when children need support identifying the color –an example of scaffolding downward when children’s responses show a lack of understanding.
Scaffolding Downward
Age Group: Toddler
Age Group: Toddler
In this exemplar video, a teacher supports a toddler who is not responding during a movement activity with a tunnel. Notice how the teacher scaffolds downward by signing the position of the item and prompting the child to complete the action,an example of scaffolding downward when a child’s response or nonresponse shows a lack of understanding.
Scaffolding Downward
Age Group: Toddler, Pre-K
Age Group: Toddler, Pre-K
In this exemplar video, a teacher asks toddlers to identify objects during a sensory table activity. When a child does not respond, the teacher offers two choices: “Is that a lizard or a salamander?” The child identifies the lizard—an example of scaffolding downward to support understanding.