Running head scaffolding 2 scaffolding 2

1. Running Head: SCAFFOLDING 2
SCAFFOLDING 2
Comment by Dr. Karen Lynn Ellefsen: Remember that
APA 7 is now in full swing so no running head unless
publishing.
Analyze Scaffolding in the Early Childhood Classroom
Akita Roberson
ECE-5002 V3: Growth and Development of Young Children
Northcentral University
February 24, 2021
Scaffolding Comment by Dr. Karen Lynn Ellefsen: This title
should match the title page title as per template.
To create or rather scaffold an assignmen t in line with a
developmental age, I would rely heavily on my observations as
an instructor. As an educator, I will thoroughly familiarize
myself with the levels of development associated with a specific
age and note this down. I will then formulate the goals for the
children in this developmental age, plans that will address every
level of development to evaluate the outcome of my scaffolding

2. efforts effectively and whether the assignment provided yielded
the desired results. I will be keen on observing what every
single child in this developmental age knows because I will aim
to provide individualized support to every child since, often,
children tend to progress differently in their development. There
will always be children who are more advanced in any given
classroom setting than others at certain things. Comment by
Dr. Karen Lynn Ellefsen: Remember that you are writing about
what the literature supports in your observations and adding
citations throughout, but first, an intro telling the reader what
will be discussed, then headings to guide your writing and the
reader.
I believe reading other articles on this topic can allow you to
hear the more formal scholarly tone you want to hone here and
academic coaching can help as well. Please reach out to your
advisor or to me for more information there.
Observation will encompass paying attention to how every child
speaks, how they communicate, and their performance in
classroom-related activities and tasks. This ongoing
examination and observation will give me insights into what
every child already knows: their current level of development
and what they are on the verge of learning as per their level of
development. The essential notion associated with scaffolding is
that a child possesses previously mastered abilities and skills in
one way or another. Still, with the assistance of an instructor,
they can complete new activities in a much better way and
eventually build and strengthen existing skills and abilities
(Maryam et al., 2020). Thanks to the insights from my
observation, I will create instructional strategies for scaffolding
and develop assignments crafted explicitly for the child’s
developmental needs. The selected age group is children in the
4-5 years age group. Children in this age group are
preschoolers. There are typical milestones witnessed amongst
children in this age group.
Regarding their cognitive abilities, children in the 4-5 years age

3. group become better at using words, counting, correctly
recognizing figures, and can separate good from bad hence an
enhanced ability to follow the rules. They can create pictures
and draw shapes that they can not only name but also describe.
At this age, children can understand why accomplishing specific
essential tasks such as washing hands is necessary, can
correctly name no less than four colors, and are familiar with
most of the basic things used in everyday life. Additionally, in
this age group, children become increasingly capable of
analyzing the world around them, and as a result, they tend to
be quite inquisitive about their surroundings (Alwaely et al.,
2020). Comment by Dr. Karen Lynn Ellefsen: Good!
Continue to weave citations throughout.
Children in the 4-5 years age group experienced a steady
increase in their height, weight, and muscle tone regarding
physical development. Due to significant brain development,
children in this age group have more coordinated motor skills.
In regard to socioemotional development, children in this age
group tend to be more emotionally expressive. They can
distinguish reality from fantasy and develop a keen interest in
recreational activities and socializing with peers. At this age
group, children have learned how to recognize their friends and
those they dislike. The selected skill is literacy skills. Research
studies reveal that the preschool period is where the
foundational literacy of children is laid (Brodin & Renblad,
2020). Therefore, working towards children's literacy success is
necessary for educators involved with child learners between
the ages of 4-5 years.
Assignment description and outcomes
The first assignment's idea is to gauge the children's ability to
generate complete sentences in writing. The project should
reveal whether the children can identify words and establish
connections between worlds accordingly for correct sentence
structure, which will significantly depict the status of their
current literacy skills. The second assignment seeks to gauge
their ability to identify beginning sounds. This assignment

4. should reveal whether the children can distinguish letters from
sounds.
Assignments
Assignment 1: Arrange the words correctly to make a complete
sentence Comment by Dr. Karen Lynn Ellefsen: Good! Moving
forward, you will want to create this as a ready to use handout
so full page, ready to print if need be, etc.
1) Zoo Going I To Am The
2) Goodbye Said Us She To
3) House The Go To
4) Bus Come The Please To
5) Me Book My Give
Assignment 2: Write the beginning sound in the following
words
1) Emily
2) Elephant
3) Snake
4) Come
5) Sea
6) Cat
7) Cereal
Children in the 4-5 years age group are still learning how
to correctly present information in the written form. It is
important to regularly provide them with writing tasks that will
demonstrate whether they can write sentences that depict their
understanding of word arrangement. When child learners can
create meaningful sentences, this strengthens their ability to
communicate effectively (Bingham et al., 2018). Moreover,
most child learners between the ages of 4-5 years struggle to
understand the sound-letter association. This realization
prompts educators to help child learners identify letters and
grasp the letter-sound relationship, which is an integral part of
literacy development in children (Bratsch-Hines et al., 2019).
Focusing on this area will improve the ability of child learners

5. to apply their knowledge on the letter-sound relationship in
writing and reading. It is common for children to, when reading
out loud, pause because they are unsure of what sound to use. It
is, therefore, important for educators to encourage their child
learners to try out the different sounds they have in mind and
then help them in settling for the sound that is correct and
makes sense.
References
Alwaely, S. A., Yousif, N. B. A., & Mikhaylov, A. (2020).
Emotional development in preschoolers and socialization. Early
child development and care, 1-10. Retrieved from
https://www.tandfonline.com/doi/abs/10.1080/03004430.2020.1
717480 Comment by Dr. Karen Lynn Ellefsen: Titles of
journals are title case so check throughout.
Bingham, G. E., Quinn, M. F., McRoy, K., Zhang, X., & Gerde,
H. K. (2018). Integrating writing into the early childhood
curriculum: A frame for intentional and meaningful writing
experiences. Early Childhood Education Journal, 46(6), 601-
611. Retrieved from
https://link.springer.com/article/10.1007/s10643-018-0894-x
Comment by Dr. Karen Lynn Ellefsen: Like this!
Bratsch-Hines, M. E., Burchinal, M., Peisner-Feinberg, E., &
Franco, X. (2019). Frequency of instructional practices in rural
prekindergarten classrooms and associations with child
language and literacy skills. Early Childhood Research
Quarterly, 47, 74-88. Retrieved from
https://www.sciencedirect.com/science/article/abs/pii/S0885200
618301169
Brodin, J., & Renblad, K. (2020). Improvement of preschool
children’s speech and language skills. Early child development
and care, 190(14), 2205-2213. Retrieved from
https://www.tandfonline.com/doi/full/10.1080/03004430.2018.1
564917
Maryam, B., Sören, H., & Gunilla, L. (2020). Putting
scaffolding into action: Preschool teachers’ actions using

6. interactive whiteboard. Early Childhood Education
Journal, 48(1), 79-92. Retrieved from
https://link.springer.com/article/10.1007/s10643-019-00971-3