Scaffolding Early Learning SEL OVERVIEW Scaffolding Early Learning

Scaffolding Early Learning (SEL) OVERVIEW

Scaffolding Early Learning (SEL) Based on Lev Vygotsky’s approach to education *targets the critical domains of early literacy development while at the same time boosting skills important for all learning, such as self-regulation. A growing body of empirical evidence validates SEL’s positive impact on children’s school readiness because of its emphasis on literacy skills and executive functions, or cognitive control.

Self-Regulation is a Problem in Today’s Classrooms Growing levels of aggression & oppositional behavior have been found in daycare and Head Start (up to 1/3 of the class). Preschool teachers report that behavioral problems are their greatest challenge in the classroom. Kindergarten teachers report less than 50% of their children start school with self-regulation.

Changes to the Head Start Child Development Early Learning Framework 3 New Domains *Logic and Reasoning *Social Studies and Knowledge Skills *English Language Development Executive Function

Connection to Connecticut Early Learning Developmental Standards (CTELDS) Sustains attention to task Engages in cooperative play Engages in problem-solving Uses complex vocabulary and sentences Engages in conversation Understands stories Phonological awareness Understands printed words Writes for meaning . . CTELDScteldsoct 2013. pdf

Executive Functions Core Executive Functions *Inhibitory control of actions and attention -self-control or discipline -selective or sustained attention *Working memory -holding information in mind & working with it *Cognitive flexibility -thinking “Outside the box”

A closer look at Executive Functions: Inhibitory control Controlling emotions like anxiety or temper when you don’t get your way or what you want Being able to stop and think before you act Acting appropriately when tempted to do otherwise. Paying attention despite distractions. Staying on task even when bored or delaying gratification.

A Closer Look at Executive Functions: Working Memory Holding information in mind and being able to work with it Being able to reflect on one’s thinking Considering two different strategies for the same situation so you can weigh and consider them Taking more than one perspective at a time

A Closer Look at Executive Functions: Cognitive Flexibility Flexibly adjusting thinking, actions, and mental effort to changing demands of the situation Intentionally investing more mental effort in tasks that are difficult Necessary when you are multi-tasking (given two or three assignments for homework)

Popular myths about self-regulation/ executive function Young children lack self-regulation because: They are simply immature and will grow out of it on their own They have a medical condition, such as ADHD

The reality of self-regulation is… It does not develop naturally It is not a personality characteristic that cannot be changed Evidence points to the fact that early childhood is the period when practicing self-regulated behavior has the most profound impact on the developing brain (Blair, 2001)

And… If self-regulation does not develop early, it seems to be less amenable to later intervention resulting in *academic problems *anti-social behavior *eventual school drop out rate (Snyder, 2001, Tremblay, Mass, Pagani, & Vitaro 1996)

Classroom interventions can improve selfregulation High levels of dramatic play improves self-regulation when children practice making the rules and then follow them by regulating their own and their playmates’ behaviors (Bodrova & Leong, 2003; Vygotsky, 1977). *All families have given signed written consent for photos to be shared.

Work Cited Barnett, W. S. , Jung, K. , Yarosz, D. J. , Thomas, J. , Hornbeck, A. , Stechuk, R. , Educational effects of the Tools of the Mind Curriculum: A Randomized Trial & Burns, S. (2008). Early Childhood Research Quarterly, 23(3), 299 -313 Bodrova E. , Germeroth, C. , & Leong, D. J. (2013). Play and self-regulation: Lessons from American Journal of Play, 6(1) Bodrova, E. & Leong, D. J. (2012) Chopsticks and counting chips: Do play and foundational skills need to compete for the teacher’s attention in an early childhood classroom? In: C. Copple (ed. ) Growing minds: Building strong cognitive foundations in early childhood. Washington DC: NAEYC Bodrova E. , & Leong, D. J. (2012). Tools of the mind: Vygotskian approach to early childhood education. In: Rooparine, J. L. & J. Jones. Approaches to early childhood education (6 th ed. ). Columbus, OH: Merrill/Prentice Hall, pp. 241 -260 Bodrova, E. & Leong, D. J. (2012) Scaffolding self-regulated learning in young children: Lessons from tools of the mind. In S. Sheridan, R. Pianta, L. Justice, & W. Barnett (Eds) Handbook of early education. New York, NY: Guilford Press, pp. 352 -369 Vygotsky.

Work Cited Continued Bodrova, E. , Leong, D. , & Akhutina, T. (2011) When everything new is well forgotten old: Vygotsky/Luria insights in the development of executive functions. New Directions in Child and Adolescent Development, 133, 11– 28 Bodrova E. , & Leong, D. (2011). Revisiting Vygotskian perspectives on play and pedagogy, In Rogers, S. (year). Rethinking play and pedagogy in early childhood education: Concepts, contexts, and cultures. Routledge, pp. 60 -72. Cordova, E. , & Leong, D. J. (2001). Tools of The Mind: A Case Study of Implementing the Vygotsky Approach in American Early Childhood and Primary Classrooms. (UNESCO Innodata Monographs: Educational Innovations in Action No. 7) Geneva, Switzerland: International Bureau of Education, UNESCO Diamond, A. , Barnett, W. , Thomas, J. , & Murno, S. (2007, November 3). Preschool Program Cognitive Control. Science, 318(585)5, pp. 1387 -1388. doi: 10. 1126/science. 1151148 Imholz, S. & Petrosino, A. (2012). Teacher observations on the implementation of the Tools of the curriculum in the classroom: Analysis of interviews conducted over a one-year period. Creative Education, 3, 185 -192. Improves Mind