ERIC Number: EJ839411
Record Type: Journal
Publication Date: 2005
Abstractor: As Provided
Reference Count: 23
"I Wish We Could Do Whatever We Want!": Children Subverting Scaffolding in the Preschool Classroom
Sutterby, John A.
Journal of Early Childhood Teacher Education, v25 n4 p349-357 2005
This paper examines the interactions between teachers and children based on a micro-ethnographic study of an early childhood classroom in which the teacher attempts to scaffold children's learning. The attempts at scaffolding are subverted by children as they resist the teacher's endeavors to modify their play. Teacher's attempts at scaffolding, which interfered with the children's desires to play, fell under three main categories: interruption, overscripting and limitations. Teacher trainers and early childhood educators should be aware that not all attempts to scaffold play are successful. Early educators need to be instructed in reflection and careful observation of children's play.
Descriptors: Play, Ethnography, Teacher Student Relationship, Preschool Children, Preschool Teachers, Scaffolding (Teaching Technique), Teacher Role, Teaching Methods, Interaction, Hispanic American Students, Working Class, Disadvantaged Youth, Montessori Method
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Authoring Institution: N/A
Identifiers - Location: Texas