Scaffolding Infants’ Play Through Empowering and Individualizing Teaching Practices

• In Event: Scaffolding Play and Creativity: Infants to Preschoolers

Abstract

This study explored teachers’ beliefs and practices in scaffolding infants’ play, furthering knowledge that can be applied in practice. Three infant teachers were followed in a university-based child care center. Observations, interviews, ongoing conversations, email exchanges, and reflective journals were collected over three months. Infant teachers: believed that infants are innately motivated and competent; observed infants’ individual social and emotional styles and needs; and scaffolded the infants’ play. Teachers empowered infants by: (1) enhancing their sense of ownership and control; and (2) individualizing their support based on infants’ individual characteristics. Implications include insights for teachers on their roles in infant learning and contributions to the field of early childhood teacher education which integrate infant caring and pedagogy.

Authors

• Susan L. Recchia, Teachers College, Columbia University

• Jeesun Jung, Ohio University - Athens