Session 13

Element 2 - Supporting Education 
T - levels in Education & Early years 
Session 13
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Slide 1: Tekstslide
MathematicsFurther Education (Key Stage 5)

In deze les zitten 12 slides, met interactieve quizzen en tekstslides.

time-iconLesduur is: 90 min

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Element 2 - Supporting Education 
T - levels in Education & Early years 
Session 13

Slide 1 - Tekstslide

Learning objectives 
By the end of the session, all learners will:
  1. Understand Vygotsky's social constructivism theory. 
  2. Understand the importance of enquiry based learning, commentary and role modelling when working with children and young people.
  3. Research Cathy NutBrown's threads of thinking. 
  4. Research The 30 million word gap by Hart and Risley 

Slide 2 - Tekstslide

What does scaffolding mean in Early Years?
To support children and young people to learn a new skill with support
To stand outside on a building.
To only role model a new skill

Slide 3 - Quizvraag

Mini white boards

On your boards define
 social constructivism.

Slide 4 - Tekstslide

Who is Lev Vygotsky?
Vygotsky was a psychologist who focused his theory on how children construct knowledge through social environments and experiences. 
Vygotsky focused all elements of his theories on how children learn and grow within culture and society. He believed children should be encouraged to construct their own knowledge through interaction with a more knowledgeable other. 

He has many elements to his theory much of which is similar to Jerome Bruner.
- Zone of actual development. 
- Zone of proximal development 
- Scaffolding 
- More knowledgeable other 
- Apprenticeship learning 
- Social interactions to support language

Slide 5 - Tekstslide

Zone of proximal development vs zone of actual development.
The zone of actual development is the level of skill
 or knowledge that a person can demonstrate independently.
For example: when a child or young person has mastered
a skill this would mean they are in their actual development 
as they can do it with out support. 

The zone of proximal development is the level of skills or 
knowledge a child or young person can achieve with guidance. 
The support provided in this stage is known as 
scaffolding and is given by the more knowledgeable other. 

Slide 6 - Tekstslide

Why is ZAD & ZPD
important to practitioners?

Slide 7 - Woordweb

Scaffolding a term used by Jerome Bruner as part of his theory. 
Vygotsky is also a firm believer of the importance of scaffolding children.

On your mini white board write 1 example of how you may scaffold a child in early years

Slide 8 - Tekstslide

Define the term
more knowledgeable other?

Slide 9 - Woordweb

Sustained shared thinking

Sustained shared thinking is when a child engages in a thought process with another adult or a child.
This process identifies the stages children progress through when engaging in play and problem solving.
Early years settings now encourage children to talk whilst engaging in play and activities, this allows the child to problem solve and explore ideas.
OFSTED look carefully to see whether adults are working in ways to support sustained shared thinking.

Slide 10 - Tekstslide

Apprenticeship learning & Guided participation

Vygotsky’s theory has led practitioners and early years professionals to use the term ‘apprenticeship learning’ to describe how young children can develop the ability to learn a new skill by watching an adult complete a task.

Further to this once the child had observed the practitioner they will quite often want to join in, when the adult and the child begin to work together to solve a task this is known as guided participation.

Slide 11 - Tekstslide

Research Cathy NutBrown's threads of thinking.
Research The 30 million word gap by Hart and Risley.

Slide 12 - Tekstslide