Early Childhood Education Assignment on the role early childhood scaffolding has on language and literacy development

Question

Task: How can Early Childhood Education Assignment help determine the effects of early childhood scaffolding towards language and literacy development?

Answer

Introduction:
On this Early Childhood Education Assignment we will investigate the role of early childhood scaffolding towards mental development. Scaffolding plays the most significant role for any teacher in learning the different teaching methods that are most effective for the students. Scaffolding is essential for early literacy as well. In this essay, the student will cover the topic of scaffolding, intentional teaching and its importance in the early literacy process. There are different ways and theories for the students. It is expected from the teachers and parents to approach the best method that can be most effective for the student and children while developing their communication and speaking aspects. It helps in their thinking and learning aspects as well. Teaching perspective and pedagogy help and guide the parents and teachers to identify the specific and most effective teaching method for children and students. This essay will focus on their relationship as well. An essay is divided into three parts that start with the introduction, a brief part covering the above-discussed topics, and the essay will end with the conclusion. The conclusion made on this Early Childhood Education Assignmentis based on understanding the content that student has learned throughout the reading and searching process regarding the topic.

Brief:
Early Childhood Education Assignment: uses of scaffolding in education
The goal of a teacher that uses scaffolding to assist and support their children is to speed up and improve the students' overall learning process. Every teacher accomplishes this goal by working methodically, taking into account their students' prior knowledge and experiences in accordance with their student's progress in learning. Students are assisted in acquiring new skills, and their existing knowledge is expanded via scaffolding(Kyutae Jung &KyungsukChang, 2007). Scaffolding, in a sense, is a kind of instructional strategy that can be used to assist children, and it is the kind of thing that teachers learn throughout their time spent receiving educational training. In the realm of education, teachers often make use of the instructional scaffolding model for the following purposes: to demonstrate how to solve any sort of problem or issue; to demonstrate a new method; to share new knowledge, and to share new information(Lo & Lin, 2019). As per the Early Childhood Education Assignment findings, in most cases, teachers provide assistance to children during the first stages of learning, and then they often stand back to give children more room to improve their abilities via independent practice. This also encompasses the practice of working in groups (What Is Scaffolding in Education, 2020).

Children's language acquisition and the importance of scaffolding:
The primary objective of providing children with scaffolding is to assist them in acquiring new ideas and concepts in a manner that is more effective for them. This also involves instructing a child in anything new by using the child's prior knowledge or activities that the child is already capable of doing. The idea of scaffolding may be used to develop a child's language by first creating an environment that is abundant in language and then building on early reading ideas that children already understand. As per the Early Childhood Education Assignment research, this can be accomplished by following the scaffolding model(Grieshaber et al., 2021). The children may benefit from language scaffolding in a number of ways, some of which include: having a reading aloud session in the classroom that focuses on the daily routine; asking students open-ended questions, and encouraging students to verbally describe events and tell stories in the classroom using their own language and words. Scaffolding may play an essential part in elevating a student's or children's level in a language and how it is used when the student or child begins to build upon their abilities. There is a wide variety of approaches available to serve as a support system for children as they develop their linguistic abilities. It is possible to quickly increase children's vocabulary and syntax by modelling the use of new vocabulary terms and encouraging them to use these words in their own language. This is a quick and easy way to improve children's language skills(Rojas &Abenavoli, 2021).

Intentional teaching in the early education system:
The word intention represents the full intention or presence of awareness of the actions of the person. Doing things with an intention or with the conscious mind regarding whatever the person is doing. In terms of teachers, it is believed that if teachers are aware of their actions, they can be delivered a better learning process for children. Children will have a more positive experience in the classroom due to this, and they will also have better results in terms of their social and economic well-being. During the early schooling years of any child, one of the methods that are used is called intentional teaching(Chordia et al., 2019). The instructors believe that it is an essential and useful educational tool that may help the students in their learning process while also providing additional benefits. When teaching with intention, teachers are allowed to be thoughtful and deliberate as they assess the potential for learning outcomes and make judgments for the long-term planning of the care they provide for children.

Early Childhood Education Assignment -importance childhood scaffolding:
From the Early Childhood Education Assignment research, it is clear that for students to develop their understanding and overall topic knowledge, scaffolding is essential for their education. Through the use of scaffolding, the instructor may support the students in reading more difficult and complicated texts, and the students will be able to interact with the content on a deeper level. When it comes to a child's literacy development, scaffolding may be useful for the instructor and any seniors who are talking to the child, including the child's parents. Providing linguistic help to a child at the appropriate level may really significantly impact a child's ability to think and comprehend new information.
Children may find it easier to pick up foreign languages if they are provided with scaffolding, which may also assist them when they go to subsequent levels of the learning process. The degree of anxiety that children experience while speaking their language may also be reduced by adults via scaffolding. The Early Childhood Education Assignment findings clearly show the use of scaffolding may be beneficial in helping children improve their speaking habits and the clarity and accuracy of their word choice when they speak. An adult or a teacher, for instance, might employ scaffolding by correcting a child when the child uses the word "car" instead of "tar." The usage of scaffolding with the children may be beneficial in teaching them how to talk in whole sentences(Heidari, 2015).

Relationship of theoretical perspective, teaching pedagogy and early literacy:
The term "theoretical perspective" refers to a well-developed theoretical stance about some part of social or educational phenomena. These views may serve as beginning points for making sense of study issues since they are well-developed theoretical stances (Matthews, 2014). There are chances that a theoretical perspective might lead toward a specific methodology (Taber, 2017).
Teaching pedagogy may be seen as a method, a science, an art, or even a career in and of itself. It addresses several facets of the teaching profession. Several sub-categories and sub-divisions of the pedagogy employ a unique instructional methodology, a variety of evaluation and feedback procedures, etc. In a nutshell, it discusses the many approaches to educational delivery. Instructors must explore the most efficient manner to offer their teaching skills to satisfy the requirements of individual students while still maintaining their own pedagogical preferences when it comes to how they teach and how their students learn. Teaching methods can be student and teacher focused, and they can be in a low or high tech approach(Kachergis et al., 2022). The teacher-centred teaching method focuses on how the teacher delivers the lecture and shares the content via direct instructions/ communication with the student. In this scenario, a teacher's main focus is always on the students to convey to the students regarding the teaching aspects and knowledge. As part of the end result identified on this Early Childhood Education Assignment, it shows the assessment on behalf of the teacher of how well the students understood, gathered and remembered the knowledge teacher delivered.
On the other hand, student-centred learning methods guide students to participate in the learning process. Although the teacher is still responsible for presenting the content, they serve more in the role of a coach or mentor to guide their students in the direction of their educational goals. Assessments that are student-centred are considered to be formative assessments. Formative assessments are given to students more often to evaluate their progress in learning. Early Childhood Education Assignment that are more focused on the student have the potential to be more objective than those that are more focused on the instructor(Setiawan et al., 2019).
Combining these tactics may boost student knowledge in many ways. A high-tech, the teacher-centred method may be a Prezi presentation or Stone Age film. Low-tech versions of this strategy may include a worksheet with blanks to fill in or a timeline. An interactive trigonometry lesson using a learning management system is a high-tech, student-centred method. This session analyses student knowledge and engages them in the subject. Each of these teaching methods has advantages and disadvantages. Teachers may find it most helpful to use various teaching strategies to support, challenge, and engage each student(Heidemann et al., 2019).
From the above Early Childhood Education Assignment discussion, it is clear that there is a relationship between the way of teaching, early literacy and theoretical perspective. Because for any learning process, it is required for any teacher, adult or parent to teach or guide their student or child in a specific method which is best for them. For that, teaching perspective and teaching pedagogy will become helpful. It is relevant for the teacher, adult or parent to learn and use the specific method of teaching that is most effective for the student and children for the effective learning process. For early literacy, the parent must develop the teaching skill as per the child and their way of learning. Parent has to develop that kind of teaching method that can enhance the communication and learning power of the children.

Conclusion:
While developing the student’s knowledge and skills, scaffolding plays a crucial role in the whole learning process for the students. Therefore, scaffolding is part of the learning education for any teacher. It develops their skills in teaching. Intentional teaching is related to scaffolding, and it shows the awareness of the teacher and parent that enhances the quality of the teaching and learning process. It is really necessary to develop a specific way and teaching method that is appropriate for the students and children. For early literacy, it is relevant for the teachers, parents and adults to focus on the methods and ways that are more effective for the children. It can be learned with the help of theoretical perspective, and teaching pedagogy and these three are related to each other in that way. The Early Childhood Education Assignment findings show that Theoretical perspective, teaching pedagogy and early literacy interact with each other, and the first two factors play a crucial role in early literacy for children.

References
Chordia, I., Yip, J., &Hiniker, A. (2019). Intentional Technology Use in Early Childhood Education. Proceedings of the ACM on Human-Computer Interaction, Early Childhood Education Assignment 3(CSCW), 1–22. https://doi.org/10.1145/3359180
Grieshaber, S., Krieg, S., McArdle, F., &Sumsion, J. (2021). Intentional teaching in early childhood education: A scoping review. Review of Education, 9(3). https://doi.org/10.1002/rev3.3309
Heidari, K. (2015). An investigation into the role of gesture in enhancing children’s vocabulary command. International Journal of Early Years Education, 23(4), 382–393. https://doi.org/10.1080/09669760.2015.1074556
Heidemann, S., Menninga, M., Chang, M., Foreword, C., & Day. (2019). Ignite Your Passion for Learning and Improve Outcomes for Young Children. https://www.freespirit.com/files/original/Intentional-Teaching-in-Early-Childhood-preview-1.pdf
Kachergis, G., Francis, N., & Frank, M. C. (2022). Estimating demographic bias on tests of children’s early vocabulary. Early Childhood Education Assignment https://doi.org/10.31234/osf.io/4rywf Kyutae Jung, &Kyungsuk Chang. (2007). Online Classroom Research into Raising Students’ Language Awareness through Scaffolding. Multimedia-Assisted Language Learning, 10(2), 9–30. https://doi.org/10.15702/mall.2007.10.2.9
Lo, Y. Y., & Lin, A. (2019). Teaching, learning and scaffolding in CLIL science classrooms. Journal of Immersion and Content-Based Language Education, 7(2), 151–165. https://doi.org/10.1075/jicb.00006.lo Matthews, M. R. (2014). Michael R. Matthews, ed. International Handbook of Research in History, Philosophy and Science Teaching. 3 vols. Springer, 2014. ISBN 978-94-007-7653-1 (hbk); 978-94-007-7654-8 (e-book). Pp. xii + 2532. Philosophia Mathematica, 22(3), 424–424. https://doi.org/10.1093/philmat/nku025

Rojas, N. M., &Abenavoli, R. M. (2021). Preschool teacher-child relationships and children’s expressive vocabulary skills: The potential mediating role of profiles of children’s engagement in the classroom. Early Childhood Research Quarterly, 56, 225–235. https://doi.org/10.1016/j.ecresq.2021.04.005
Setiawan, A., Munir, A., &Suhartono, S. (2019). Creative Teachers in Teaching Speaking Performance. Pedagogy : Journal of English Language Teaching, 7(2), 75. https://doi.org/10.32332/pedagogy.v7i2.1670 Taber, K. (2017). CLASSROOM-BASED RESEARCH AND EVIDENCE-BASED PRACTICE : an introduction. Sage Publications.
What Is Scaffolding in Education? (2020, December 23). GCU. Early Childhood Education Assignment https://www.gcu.edu/blog/teaching-school-administration/what-scaffolding-education#:~:text=Scaffolding%20refers%20to%20a%20method