ERIC Number: EJ919209
Record Type: Journal
Publication Date: 2011-Mar
Abstractor: As Provided
Reference Count: 20
Scaffolding--How to Increase Development?
van Kuyk, Jef J.
European Early Childhood Education Research Journal, v19 n1 p133-146 Mar 2011
The dynamic systems theory, a theory that goes beyond Piaget and Vygotsky, looks promising for curriculum development. In this theory it is explained how a curriculum that creates physical and psychological space for play and initiative learning (self-regulation) is being designed and how the teacher can support the enrichment of play and initiative learning. Moreover, it is explained how the teacher can scaffold growth cycles by using projects in which children learn to distance themselves from the here and now in a four-step procedure (orientation, demonstration, broadening, deepening) towards more abstract representations. Finally, four studies that relate to the effectiveness of the curriculum, are discussed. Three quantitative studies and one qualitative one, the so-called Pyramid method (for 3-6 year olds) are dealt with. The Pyramid method has strong effects on the area of language and average to strong effects on the area of thinking. In a qualitative study Pyramid was found to be a "best practice" curriculum. (Contains 5 figures.)
Descriptors: Curriculum Development, Play, Systems Approach, Instructional Effectiveness, Teaching Methods, Scaffolding (Teaching Technique), Child Development, Thinking Skills, Language Skills, Skill Development, Language Acquisition, Program Evaluation, Foreign Countries, Self Management
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Netherlands