The concept of scaffolding is largely dependent on the educational/developmental philosophies of the theorist Lev Vygotsky. Vygotsky's sociocultural theory poses the idea that children learn through social and verbal interactions. This theory suggests that each child has a zone of proximal development or ZPD. The ZPD is best understood as the space or difference between the child's observed or current abilities and what can be expected through learning and encouragement. Teacher (and parents) can use verbal, or social, support to encourage and assist the child to reach a higher level of performance. This is done through the use of statements and questions that provide a frame, or scaffold, for the child to develop a new or different type of understanding.
Early childhood educators must assess the student's zone of proximal development, or difference between current/observed development and potential for achievement, prior to using scaffolding as a technique. Without understanding where the child currently is, and what he or she is capable of doing, true scaffolding can not take place. Teachers planning on scaffolding art learning and activities should carefully observe the student (or students) at work in the art area. This can be during both free art times where coloring, scribbling, painting, gluing, cutting or painting are encouraged or during specific art project making times. Observe the child's interest and intent, level of confidence, work habits, ability to use tools, creativity in process and technique use, social interactions or private speech during art making over time. Additionally, it may be helpful to look at past projects and art work to evaluate how the child is progressing. This can help to provide clues as to the child's current state of development as well as his potential.
The goal of scaffolding as an early childhood technique is to move the child to a higher level of competence or development through social interactions. In order to accomplish this goal, the teacher should set the environment for optimum results. In the case of an early childhood arts experience, the teacher may want to choose one specific open-ended art process or technique at a time for the child to improve upon or master. Instead of overloading the child with brightly colored paints, sparkling sequins, gooey glues, packs of pencils and an array of other entertaining art materials, select one process/medium at a time to work on intensely. Additionally, teachers should avoid project or task-oriented art activities that do not facilitate the discussion necessary for scaffolding. For example, set up a palette with the primary colors (red, yellow blue) of tempera paints, a brush and paper. As the child uses these materials, you will be able to verbally interact with him about the open-ended painting technique creating a scaffolding dialogue.
As scaffolding is a technique for teaching (or helping the child reach a higher developmental state), social interactions is a means to use this method. Start the art activity by allowing the young child to make her own choices. Instead of handing her a thick paint brush and telling her to paint a rainbow, invite the child to select a tool and decide on meaningful subject matter. Ask questions about what she has selected, why the selection was made and what materials or tools might be the best to use. Make sure that this, and subsequent, discussion has some give and take between the student and the teacher. Continue to ask questions about the child's process. If the child appears to be stuck or stops, gently guide them back on track with verbal cues providing the child with new vocabulary or words to use when necessary. The discussion, and all questions, should focus on helping the student make artistic discoveries and lead to a higher level of self-understanding.