Theories of Childhood, Second Edition (Carol Garhart Mooney) / quote 68 of 70
Scaffolding self-regulation in young children
In addition, research shows that children develop the foundational skills for self-regulation in the first five years of life. These findings have many implications for early childhood education and highlight the important role teachers play in helping young children develop the critical skills associated with executive function. Two of Vygotsky’s concepts are thought to be especially helpful in fostering self-regulation skills among young children: the zone of proximal development and scaffolding. Because self-regulation skills develop over time, it is important that teachers keep in mind each child’s zone of proximal development and offer learning experiences that are in keeping with what each child is ready to learn (scaffolding), including experiences the child can practice with teachers and able peers. Teaching techniques that foster self-regulation skills include modeling appropriate behavior and providing hints and cues about how and when children should regulate their behavior. Only after a child has consistently demonstrated self-regulation skills on his or her own, or has internalized those skills, should teachers begin withdrawing support.