scaffolding in daycare centers and schools

Discover the art of scaffolding in daycare: From theory to practice – how individual support strengthens each child’s development. Learn how targeted support and adapted learning environments lay the foundation for lifelong learning.

The concept of scaffolding, borrowed from the construction industry, where it describes the temporary framework that provides support and access to higher-level work areas for construction workers, finds a profound parallel in the world of pedagogy. In kindergarten, a place that marks the first step in the formal education of many children, scaffolding plays a central role in supporting the diverse and dynamic learning needs of young learners. It is an educational strategy that aims to support children through targeted assistance and instruction, with this help gradually adapted to increase their autonomy in the learning process.

This concept, originally shaped by the theoretical work of Russian psychologist Lev Vygotsky in the early twentieth century, has become a fundamental part of early childhood pedagogy. Vygotsky emphasized the importance of social interaction in the learning process and argued that a child’s development is most effectively promoted within the “zone of proximal development” – an area in which the child, with appropriate support, can master tasks that they would not be able to solve on their own.

However, applying scaffolding in the daycare center is not a monolithic approach, but requires careful and empathetic adaptation to the individual abilities and needs of each child. Teachers and daycare workers are faced with the challenge of finding the right balance between support and independence to foster children’s curiosity and discovery without inhibiting the development of self-efficacy. Achieving this dynamic balance requires a deep understanding of developmental psychology, pedagogical expertise, and the ability to respond to children’s ever-changing needs.

Furthermore, scaffolding in the early childhood setting reflects the growing recognition of the importance of a differentiated and child-centered pedagogy that honors each child’s unique learning pathways. At a time when education is increasingly characterized by standards and benchmarks, scaffolding provides a counterpoint that emphasizes the importance of the individual learning process. It recognizes that learning is not a linear process, but a complex interplay of social, emotional, and cognitive factors that requires a flexible and responsive pedagogical approach. This enables children to acquire new knowledge and skills that would not be achievable without scaffolding.

The practical implementation of scaffolding strategies in preschool – from the targeted use of open-ended questions to promote critical thinking to adapting challenges to the individual willingness of children to learn – reflects the complexity of this approach. Teachers use a variety of methods to encourage children to explore, experiment, and make connections between their existing knowledge and new experiences. These methods are embedded in a deep understanding of the importance of play and exploration as fundamental elements of children’s learning.

Implementing scaffolding in the early childhood setting is also in line with current research findings that emphasize the importance of early childhood as a critical period for developing lifelong learning skills. Studies show that children who learn in a stimulating and supportive environment not only perform better in academic areas, but also have better social skills and higher self-esteem. In this context, scaffolding is considered not only as a method for promoting academic learning, but also as a means of supporting the child’s holistic development.

Given the increasing recognition of the importance of the early years for a child’s later development, it is crucial that practices in the early childhood education and care (ECEC) setting are based on solid pedagogical theories while also being flexible enough to support children’s individual learning pathways. Scaffolding provides such a framework by emphasizing the social nature of learning and highlighting the importance of child-caregiver interactions. It requires not only pedagogical skill and empathy from the professionals, but also a continuous commitment to their own professional development in order to meet the changing needs of the children.

The introduction of scaffolding in the early childhood center is thus a call for an educational practice that is deeply rooted in respect for the abilities and potential of each individual child. It is a plea for an education that not only imparts knowledge but also lays the foundation for lifelong learning and the development of a strong sense of self. In a world that presents increasingly complex and unpredictable challenges, the ability to learn, adapt and think creatively is invaluable. Scaffolding in early childhood education is a crucial step in fostering these skills in the youngest members of our society.

Theoretical background

The theoretical background of the scaffolding concept in pedagogy, especially in early childhood education, is closely linked to the work of the Russian psychologist Lev Semjonowitsch Vygotsky. Vygotsky’s work, which had a significant influence on developmental psychology and pedagogy in the 1920s and 1930s, laid the foundation for understanding how children learn in the context of social interactions. His theories provide a deep insight into the dynamics of children’s learning processes and have significantly influenced the development of the scaffolding concept.

You may notice similarities to Albert Bandura’s socio-cognitive theory. In my opinion, there are undoubtedly similarities. However, the two theories differ in detail. Let’s take a closer look at this.

Theories of Lev Vygotsky and Albert Bandura are two influential approaches in psychology that deal with learning and development. Both theories recognize the importance of the environment and social interaction for development, but they differ in their focus and assumptions.

Vygotsky and the sociocultural model

Vygotsky’s sociocultural theory emphasizes the crucial role of social interaction and culture in cognitive development. Vygotsky believed that cognitive functions, including language and thought, arise from social interactions and are shaped by cultural tools, such as language and writing systems. A central concept in his theory is the “zone of proximal development” (ZPD), which describes the area between what a learner can do independently and what they can achieve with help and guidance.

Bandura and the social cognitive theory

Albert Bandura, known for his social cognitive theory, emphasizes learning through observation and imitation. According to Bandura, individuals can learn new behaviors by observing others, especially models, without having to learn through trial and error or direct reinforcement. Bandura’s concept of self-efficacy, a person’s belief in their ability to successfully carry out certain actions, plays a central role in his theory. It influences how people think, motivate themselves, and behave.

Differences between Vygotsky and Bandura

• Emphasis on social interaction vs. observational learning: Vygotsky’s theory focuses on the importance of social interaction within cultural contexts for cognitive development, while Bandura’s theory emphasizes learning through observation, imitation, and modeling.
• Cultural and historical context: Vygotsky places a strong emphasis on the cultural and historical context in which learning takes place and how cultural tools (e.g., language) influence cognitive development. Bandura focuses more on the mechanisms of learning through observation and the role of self-efficacy, regardless of cultural background.
• Zone of proximal development: A specific concept associated with Vygotsky’s theory that has no direct equivalent in Bandura’s theory is the zone of proximal development, which emphasizes the importance of instruction and support from more competent others.

Both theories provide valuable insights into the processes of learning and development, with a shared understanding of the importance of social influences, but from different perspectives and with different emphases.

Zone of Proximal Development (ZPD)

A central concept in Vygotsky’s theory is the ‘Zone of Proximal Development’ (ZPD), which he defined as the area in which the child can learn and develop with the help of more competent others (adults or peers). The ZPD represents the difference between what a child can do independently and what they can do with guidance and support. Vygotsky argued that effective learning occurs in this zone, as it takes the child beyond a current level of independence and contributes to the development of new skills and understandings.

Scaffolding: Theoretical Connections

The concept of scaffolding, though not directly named by Vygotsky, builds on his ideas. It was later developed by other educators and theorists, such as Jerome Bruner, to describe the way adults can support children’s learning processes by providing structured assistance that is closely aligned with their learning needs. Scaffolding refers to the temporary support that adults provide to children to help them move through their Zone of Proximal Development (ZPD). This support is gradually removed as the child demonstrates increasing competency, similar to the way scaffolding is removed when the structure can stand on its own.

The following graphic illustrates this:

Attention, once again for more detail:

Scaffolding and the zone of proximal development are closely related, but they are not the same. Both concepts come from educational psychology and were heavily influenced by the Russian psychologist Lev Vygotsky. They describe how learning and development can be promoted in a social context, but differ in their specific meaning and application.

The importance of language

Another central element of Vygotsky’s theory is the role of language in cognitive development. Vygotsky distinguished between inner speech, which is used for thinking, and outer speech, which is used for communication. He saw inner speech as crucial for self-regulation and problem-oriented thinking. In the practice of scaffolding, educators use language as an important tool to provide instructions, feedback, and suggestions that support the child’s development.

Cultural tools

Vygotsky also emphasized the importance of cultural tools in cognitive development. He understood this to include both physical objects such as writing and drawing tools and symbolic systems such as language and numbers. These tools enable the child to go beyond their immediate experience and to acquire more complex cognitive operations. In the context of scaffolding, educators can use these tools to support and enrich learning processes.

Influence and criticism

Vygotsky’s theories have had a profound impact on educational practice, particularly in early childhood education. His emphasis on social interaction and cultural mediation of knowledge has led to a better understanding of the complex interactions that influence children’s learning. However, critics of Vygotsky’s approach note that his theories sometimes may undervalue the role of individual differences and biological factors in development. Despite this criticism, Vygotsky’s emphasis on the social component of learning and his identification of the ZND as a critical area for pedagogical intervention remains a central part of modern educational approaches.

Overall, the theoretical background of scaffolding provides a robust basis for understanding how children in kindergarten and beyond can best be supported. By applying Vygotsky’s principles, educators can create an environment that is rich in opportunities for social interaction and cultural mediation, which is crucial for promoting child development.

Empirical Research Findings

Empirical research on scaffolding in and beyond the preschool setting has yielded numerous findings that support and extend the theoretical underpinnings laid by the work of Lev Vygotsky and others. These research findings come from a variety of disciplines, including developmental psychology, education, and linguistics, and they shed light on the effectiveness of scaffolding strategies and best practices for their implementation.

Below, we will discuss some key findings from the empirical research on scaffolding.

Effectiveness of scaffolding

• Promoting cognitive and linguistic development: Studies have shown that scaffolding strategies promote children’s cognitive development by supporting critical thinking, problem-solving skills, and self-regulated learning. Likewise, there is strong evidence that scaffolding supports children’s language development, particularly in terms of vocabulary expansion, grammar comprehension, and narrative skills.
• Customization to individual needs: Research highlights the importance of customizing scaffolding to the individual level and needs of the child. The effectiveness of scaffolding depends heavily on how well educators can identify each child’s Zone of Proximal Development (ZPD) and adapt their support accordingly.
• Social and emotional benefits: Empirical studies suggest that scaffolding not only promotes cognitive and language skills but also has positive social and emotional effects. Children who learn in a supportive, scaffolded environment often show improved social interactions with peers, higher self-esteem, and greater resilience in learning.

Best practices for implementation

• Flexible and responsive support: Successful scaffolding requires educators to be flexible and responsive. Support must be adjusted dynamically based on the child’s progress and changing learning contexts. Empirical studies recommend a gradual reduction of support to promote the child’s independence.
• Use of questions and feedback: Research emphasizes the role of targeted questions and constructive feedback as effective scaffolding strategies. Questions that encourage critical thinking and feedback that is specific, positive, and aligned with the learning goal can significantly increase the child’s motivation to learn and engagement.
• Integration into daily routines: Empirical evidence suggests that scaffolding is most effective when it is seamlessly integrated into everyday learning activities. This includes both structured learning situations and spontaneous learning opportunities that arise throughout the day.

Challenges and solutions

• Individual differences: One of the challenges highlighted by research is how to deal with individual differences between children in terms of their learning speed, interests and abilities. Studies recommend differentiated pedagogy that recognizes and supports individual learning pathways.
• Training and professional development: Research has also shown that the effectiveness of scaffolding depends heavily on the qualification and understanding of the educators. Ongoing professional development and training in scaffolding strategies are crucial to implementing effective practices.

Thus, it can be said that empirical research confirms the importance of scaffolding in early childhood education and offers valuable insights into the mechanisms by which it promotes children’s development. These findings underscore the need for careful and informed application of scaffolding strategies to create an optimal learning environment for children.

Types of scaffolding in preschool

In preschool, various forms of scaffolding can be used to support children in their development. Given the age and developmental stage of children in preschool, certain scaffolding methods are particularly useful for creating a positive learning environment and supporting children in their individual learning processes. Here are some of the most appropriate forms of scaffolding for use in preschool:

1. Modeling: Teachers can exemplify certain behaviors, language use, or solution strategies, for example, by showing how to solve a problem or how to cooperate with others. Children learn a lot by imitation, so modeling is an effective way to teach desired skills and behaviors.
2. Game-based learning: Through games and playful activities, children can learn new concepts and skills in a contextual and motivating environment. Games provide natural opportunities for scaffolding by encouraging children to solve problems, interact with others, and think creatively.
3. Linguistic support (prompting): Educators can ask questions, provide clues, or encourage children to talk about their experiences and thoughts. This linguistic support helps to expand vocabulary, develop cognitive skills, and promote self-expression.
4. Adapting the environment: Designing a stimulating and challenging learning environment that is adapted to the developmental level of the children supports independent discovery and learning. Materials and toys should be selected to spark curiosity and invite exploration.
5. Progressive assistance: This method involves the step-by-step adaptation of the support offered to children based on their individual learning progress. Initially, more support may be needed, but this is reduced as the child makes progress and can complete tasks independently.
6. Positive reinforcement (praise and feedback): Positive feedback and recognition are important to strengthen children’s self-esteem and encourage them to take on new challenges. Praise should be specific and refer to concrete efforts or achievements.
7. Exploration and discovery: Children are encouraged to explore their environment and learn independently. Teachers can support these processes by asking open-ended questions and offering a variety of materials that encourage critical thinking and problem solving.

These scaffolding methods help to create a supportive and nurturing learning environment in the daycare center, where children can develop their social, emotional, language, and cognitive skills. The key is to flexibly adapt the support to the individual needs and developmental level of each child.

Case studies of scaffolding in daycare

Practical examples of scaffolding strategies in daycare illustrate how educational professionals can implement theory in everyday learning situations. Language acquisition is a key area in which scaffolding can be particularly effective. The following case studies show how scaffolding can be used in the area of language acquisition:

Case study 1: Language development through scaffolding

Initial situation: A child at daycare shows an interest in learning new words and forming sentences. He experiments with language but still makes mistakes in sentence structure and word choice.

Scaffolding strategies:

1. Modeling: The teacher demonstrates correct sentence structures by pronouncing sentences clearly and distinctly. She uses words and phrases that are relevant and interesting for the child in order to foster the child’s attention and engagement.
2. Expansion: When the child says a simple sentence or word, the educator expands on it by adding additional information. For example, if the child says, “Dog big,” the educator might respond, “Yes, the dog is big and has soft fur.”
3. Correcting by rephrasing: Instead of making direct corrections that could discourage the child, the educator repeats the child’s statement in the correct form. This helps the child to hear the correct structure without feeling like they have made a mistake.
4. Encouraging imitation: The teacher uses rhymes, songs and finger games that are rich in linguistic structures and encourages the child to repeat them. This not only promotes language acquisition but also a sense of rhythm and music.
5. Visualization: Picture books and visual aids are used to illustrate new words and concepts. This helps the child to link language to concrete images and experiences.
6. Feedback and encouragement: Positive feedback on the child’s linguistic attempts and encouragement even when mistakes are made are essential to increase self-efficacy and motivation to use language.

Result: Over time, the child develops a better understanding of the structure and use of language. With the adapted and gradually reduced support of the teacher, the child begins to form more complex sentences independently and shows increasing confidence in his or her linguistic abilities.

This example illustrates how scaffolding in the context of language acquisition in the daycare center not only promotes the child’s language skills, but also strengthens their self-confidence and enjoyment of learning. The application of scaffolding strategies requires attentive observation and a deep understanding of each child’s individual needs and abilities in order to create an effective and supportive learning environment.

Case Study 2: Independent dressing through scaffolding

Initial situation: A child in the daycare center shows interest in dressing independently, but encounters difficulties when dealing with zippers, buttons, and loops. The teacher observes the child’s efforts and decides to offer targeted support to promote the child’s independence and fine motor skills.

Scaffolding strategies:

1. Modeling: The teacher demonstrates to the child slowly and clearly how to close a zipper or put a button through a buttonhole. She explains the actions in simple terms to facilitate comprehension.
2. Hand over hand: For more complex tasks such as tying shoes, the teacher first guides the child’s hand to demonstrate the movement. This gives the child a sense of the required movements and helps him to cognitively process the task.
3. Simplifying the task: To avoid overwhelming the child, the teacher breaks the dressing process down into smaller, more manageable steps. For example, she first focuses only on pulling up a zipper before moving on to buttoning a shirt.
4. Adjusting the level of difficulty: The teacher selects items of clothing with large buttons or zippers to make it easier for the child to succeed at the first attempt. As the child’s skills increase, the tasks gradually become more demanding.
5. Encouragement and positive feedback: Every small success is positively reinforced to boost the child’s self-confidence. The educator emphasizes the effort and progress of the child, not just the end result.
6. Reflection and self-evaluation: After completing the task, the educator encourages the child to reflect on the process and self-evaluate what went well and what could be improved next time. This promotes self-regulation and awareness of one’s own learning process.

Result: Over time, the child gains fine motor skills and self-confidence. He learns to master complex tasks such as dressing independently with less support from the teacher. The gradual reduction of support promotes the child’s independence and strengthens his self-confidence in solving his own problems.

The example above shows how scaffolding not only promotes practical life skills such as dressing independently, but also higher-level skills such as fine motor skills, problem-solving skills and self-confidence. The key lies in the adapted support and positive reinforcement provided by the teacher, who gradually guides the child towards independence.

Case study 3: Promoting problem-solving skills

Initial situation: During playtime, a child at the daycare center tries to build a tall tower out of building blocks. Despite several attempts, the tower collapses every time. The child shows signs of frustration but remains motivated to find a solution. The educator observes the situation and decides to support the child’s problem-solving skills through targeted scaffolding.


Scaffolding Strategies:

1. Self-reflective questions: The educator begins by asking open-ended questions that encourage the child to think about the problem and reflect on possible solutions. Questions such as “Why do you think the tower is falling over?” or “What could we do differently to make the tower stand?” promote critical thinking and self-reflection.
2. Encouraging exploration: Instead of immediately providing solutions, the teacher encourages the child to try out different possibilities. She might suggest varying the size or weight of the blocks or widening the base of the tower. This encourages experimental learning behavior and the exploration of different strategies. Modeling thought processes: In some cases, the educator can also express their own thoughts out loud to show the child how to think systematically about a problem. For example, they could say, “When I build a tower, I start with a wide base so that it is more stable. What do you think about that?”
3. Provide hints and tips: If the child gets stuck despite their best efforts, the educator can provide targeted hints that draw attention to certain aspects of the problem without directly presenting the solution. For example, they could ask, “Have you noticed what happens when we use the larger blocks at the bottom and the smaller ones at the top?”
4. Collaborative problem solving: In situations where the child continues to struggle, the teacher may take a collaborative approach and work on the problem with the child. She is careful to actively engage the child in the problem-solving process and to defer to the child whenever possible.
5. Positive reinforcement and reflection: Regardless of the outcome, the teacher praises the child’s effort and persistence. She encourages the child to reflect on the learning process and on what he has learned about problem solving.

Result: Through these scaffolding strategies, the child not only develops specific skills in handling building blocks, but also general problem-solving skills. She learns to systematically analyze challenges, to try out different approaches to a solution, and to learn from her mistakes. The support from the teacher promotes the child’s independence and strengthens her self-confidence in her own problem-solving ability.

This example illustrates how scaffolding can be used in daycare to help children not only with specific tasks, but also to develop higher-level cognitive and social skills such as critical thinking, perseverance, and self-reflection.

Case study 4: Promoting basic mathematical skills

Initial situation: A child in the daycare center shows interest in numbers and counting, but has difficulties in correctly understanding the sequence of numbers and assigning numbers to the corresponding quantities. The teacher recognizes the opportunity to support and promote the child’s basic mathematical skills through targeted scaffolding.

Scaffolding strategies:

1. Building on prior knowledge: The teacher starts with numbers and quantities that the child is already familiar with and builds on them. She uses everyday objects, such as toy cars or building blocks, to make numbers and quantities tangible.
2. Visualization and concrete materials: To illustrate abstract number concepts, the teacher uses visual aids such as playing cards, picture books with counting stories and counting games. Concrete materials such as counting beads or stones enable the child to physically manipulate numbers and quantities.
3. Gradual increase in complexity: The teacher introduces more complex tasks step by step, such as counting in steps, recognizing number patterns or simple arithmetic tasks. She continuously adapts the difficulty to the child’s learning progress.
4. Questions to stimulate the thought process: Through targeted questions, the teacher encourages the child to think about numbers and recognize connections. Questions such as “What happens if we add a building block?” or “How many apples are in the bowl if we take one away?” promote an understanding of addition and subtraction on an intuitive level.
5. Encouraging self-correction: Instead of making immediate corrections, the educator encourages the child to recognize and correct their own mistakes. This strengthens analytical thinking and confidence in one’s own abilities.
6. Integrating mathematical concepts into everyday life: The educator uses everyday situations, such as distributing snacks or tidying up, to apply mathematical concepts in a practical way. This helps the child to understand the relevance of numbers in daily life.
7. Positive reinforcement: Every step of progress is positively reinforced to maintain the child’s motivation and interest in learning. The teacher praises the child for his efforts and successes, which strengthens self-confidence.

Result: Through the use of scaffolding strategies, the child not only improves his understanding of numbers and quantities, but also develops a basic understanding of mathematical operations and concepts. The teacher’s support promotes the child’s independence in dealing with mathematical tasks and contributes to a positive learning environment in which the child enjoys discovery and learning.

This example shows how scaffolding can be used in kindergarten to support children’s development of mathematical skills. By connecting concrete experiences with abstract concepts and gradually increasing the complexity of the tasks, children can develop a deeper understanding of math while improving their problem-solving and thinking skills.

The integration of scaffolding in early childhood education

The integration of scaffolding in early childhood education requires a deep understanding of the theoretical foundations and practical application of this pedagogical strategy. Scaffolding in early childhood education involves more than just occasional support; it is a comprehensive approach that permeates the interactions between educators and children as well as the design of the learning environment. To fully illuminate this integration, we consider it from a variety of viewpoints, including the perspective of educators, children, parents, and education policy makers.

Educators’ Perspective

For educators and teachers, integrating scaffolding into everyday life means continuously observing and understanding children’s individual learning processes and needs. They need to be able to identify the zone of proximal development for each child and adapt their support accordingly. This requires flexibility, creativity and a deep pedagogical understanding. Educators also need to be able to create a learning environment that is rich in stimuli and opportunities for exploratory learning. This includes providing materials and resources that support different learning styles and interests.

Children’s perspective

From a child’s perspective, scaffolding should be perceived as a natural and supportive extension of their learning process. Children are naturally curious and eager to learn; scaffolding helps them to expand their abilities and develop new skills by giving them the confidence to tackle challenges. For children, the effective integration of scaffolding into the daily routine of the daycare center means that learning is perceived as a positive, enriching and individually adapted experience.

Parents’ perspective

Parents want their children to learn in an environment that best promotes their development. The integration of scaffolding strategies into the daily routine of the daycare center signals to parents that the daycare center takes an individual and supportive approach that addresses the specific needs and potential of each child. It is important for parents to understand how scaffolding works and how it supports their children’s development. This requires clear communication and collaboration between the daycare center and the home to create a consistent learning environment.

Perspective of education policy

From an education policy perspective, integrating scaffolding into the daily routine of a preschool requires an acknowledgement of the importance of early childhood education and a corresponding allocation of resources. Education policy can support the implementation of scaffolding through teacher training, the provision of materials and resources, and the development of curricula that promote an individualized and supportive approach to learning.

Differentiation and implementation

The effective implementation of scaffolding requires a differentiated approach that takes into account the different learning needs within a group. This includes creating learning situations that contain both structured and open elements to appeal to children at different stages of development. It also means that educators must continuously reflect on and adapt their methods to maximize the effectiveness of their support.

The integration of scaffolding into the daily routine of the daycare center is a complex task that requires a coordinated approach from all parties involved. The aim is to create a learning environment that supports and promotes each child in their individual development. This requires not only a thorough understanding of the theory and practice of scaffolding, but also the ability to integrate these concepts into the daily routine of the daycare center. The reward for these efforts is a rich, supportive and stimulating learning environment in which children can thrive. Therefore, we will now take a closer look at the challenges and possible solutions.

Challenges and solutions

Integrating scaffolding into the daily routine of the daycare center presents professionals with numerous challenges. These range from adapting support to the needs of each child to creating a learning environment that promotes exploratory learning. Some of the key challenges and possible solutions are discussed in detail below.

Challenge 1: Individual adaptation of support

Problem: Children develop at different rates and have different interests and needs. It can be difficult to tailor support precisely to each child’s Zone of Proximal Development (ZPD).

Solution approaches:

• Differentiated learning opportunities: Educators can identify the individual abilities and needs of each child through observation and offer appropriately adapted learning activities.
• Flexible grouping: Temporarily dividing children into smaller groups based on ability or interest in order to better meet their needs.

Challenge 2: Training and professional development for educators

Problem: Not all educators have the knowledge or skills needed to effectively apply scaffolding.
Solution approaches:

• Further training: Regular professional development and workshops can equip educators with the necessary knowledge and skills.
• Peer exchange: In-house workshops and regular team meetings in which experiences and strategies are shared promote the exchange of best practices. Challenge 3: Lack of time and resources Problem: Scaffolding requires time and attention for each child, which can be challenging in a hectic day-to-day routine with limited resources.

Solution approaches:

• Prioritization of scaffolding activities: Certain times of the day could be reserved specifically for more intensive scaffolding activities, while other times are reserved for self-directed play.
• Parents as a resource: Working with parents can help support and extend learning at home, complementing efforts in the daycare center.

Challenge 4: Measuring and evaluating learning success

Problem: The progress that children make through scaffolding is often qualitative and not always easy to measure or document.

Solution approaches:

• Portfolio work: The collection of children’s work, observation logs and photo documentation can help to make individual progress visible.
• Developmental discussions: Regular discussions with parents in which observations and progress are shared promote a shared understanding of the child’s development.

Challenge 5: Creating a supportive learning environment

Problem: Creating a learning environment that promotes exploratory learning while also being safe and structured can be challenging.

Solution approaches:

• Room design: The spatial environment should be flexible to support different learning activities while ensuring safety.
• Variety of materials: A wide range of materials covering different learning areas allows children to follow their interests and explore independently.

Successfully integrating scaffolding into the daily routine of the center requires a continuous commitment to professional development, adapting pedagogical practice, and creating a learning environment that takes into account the individual needs of each child. By overcoming these challenges, professionals can create a supportive and stimulating environment that helps all children achieve their full potential.

Integrating scaffolding into the center’s concept

Integrating scaffolding into the center’s approach requires strategic planning and intentional design of educational processes that meet the individual needs of each child. Such an approach not only strengthens educational quality, but also fosters a culture of learning and development that benefits all children. Key elements and strategies for successfully integrating scaffolding into the center’s approach are presented below.

Pedagogical attitude

The anchoring of scaffolding in the early childhood education center’s concept begins with the pedagogical attitude. It is essential that all professionals share a common understanding of scaffolding as an approach to supporting child development. This includes recognizing each child’s individual learning processes and zone of proximal development (ZND). The center’s management should therefore make a point of ensuring that scaffolding is understood and practiced as a central element of the pedagogical work.

Further training and professional development of staff

The implementation of scaffolding requires that educational staff are not only familiar with the concept in theory, but also have the practical skills to implement it. Regular further training and professional development are therefore essential. Such training should cover both the theoretical foundations and the practical application of scaffolding strategies, including the observation and documentation of children’s learning processes.

Designing the learning environment

A learning-conducive environment is a prerequisite for the successful integration of scaffolding. The room design and the range of materials should be designed in such a way that they encourage independent discovery and learning, while also being flexible enough to allow for individually adapted learning opportunities. This includes providing a wide range of materials that appeal to different senses and belong to different learning areas.

Cooperation with parents

Close cooperation with parents is crucial to creating a coherent educational environment. The center should make it clear how scaffolding supports children’s development and encourage parents to apply this approach at home. Information events, parent-teacher meetings, and workshops can help gain parents’ understanding and support.

Documentation and reflection

The documentation of learning processes and the regular reflection on pedagogical work are essential components of the integration of scaffolding. They make it possible to track the individual progress of each child and to continuously optimize pedagogical offers. Portfolios, learning stories or development diaries are helpful instruments for recording and reflecting on children’s development.

Embedding in the daily routine

Scaffolding should be firmly integrated into the daily routine of the daycare center. This requires a flexible daily structure that allows sufficient room for individual learning processes while also enabling targeted scaffolding measures. A balanced alternation between free play, guided activities, and rest periods is essential. The integration of scaffolding into the daycare center concept represents a comprehensive strategy that goes far beyond individual learning activities. It requires a cultural anchoring of the concept in the institution, continuous professional development of staff, and careful design of the learning environment and daily routine. By consistently implementing this approach, ECEC centers can create a supportive, stimulating, and individualized learning environment that optimally promotes each child’s development and prepares them for school and, beyond that, for lifelong learning.Conclusion and outlook

Scaffolding in daycare centers is more than just an educational technique; it is an underlying attitude that assumes that every child is unique and deserves individual support in order to fully develop their potential. The future of early childhood education will be strongly influenced by how well we succeed in integrating and developing scaffolding strategies. This is not just about adapting to new technologies or educational content, but above all about creating a learning environment that perceives and promotes each child in their entirety.

The further development of the scaffolding approach in early childhood education faces the exciting task of both preserving proven pedagogical principles and breaking new ground in order to meet the demands of an ever-changing society. Future developments in this area could include various dimensions, from the integration of new technologies to deepening our understanding of how children learn and grow in increasingly interconnected and multicultural environments.

A central aspect of the further development of the scaffolding approach will be a greater emphasis on the individual learning pathways of each child. This requires even more finely tuned support for children’s unique needs and potential, supported by

data-driven insights into their learning processes. Advances in educational technology, such as adaptive learning platforms and AI-supported analysis tools, could provide educators with valuable new resources for tracking learning progress in real time and adapting their pedagogical strategies accordingly.

At the same time, the increasing diversity in daycare centers opens up new possibilities for applying and expanding the scaffolding approach. Cultural, linguistic and social differences between children can be seen as an enrichment of the learning environment, making it possible to develop scaffolding strategies that not only promote academic learning but also social skills, empathy and intercultural understanding. Exchange and cooperation at the international level could help to share best practices and learn from different pedagogical approaches.

Furthermore, the role of educators as facilitators of the learning process will continue to grow in importance. The professionalization of early childhood education must therefore keep pace with the development of skills needed to implement an expanded scaffolding approach. This includes not only subject-specific and didactic skills, but also the ability for self-reflection, for adapting to new challenges, and for creatively designing learning environments that spark children’s curiosity and spirit of discovery.

The further development of the scaffolding approach promises to fundamentally change the way we think about and practice early childhood education. By focusing on individual support for each child while creating open, collaborative, and flexible learning environments, we can lay a foundation for lifelong learning and personal growth that empowers children to take advantage of the challenges and opportunities of an ever-changing world.

The challenges of implementation are many and varied and require continuous professional development for professionals, close collaboration with parents and flexible learning environments. However, investing in quality and innovation in early childhood education will pay off in the long term by laying the foundation for lifelong learning and development into confident, competent and empathetic individuals.

The daycare center of the future will be a place that prepares children not only for school but for life in a rapidly changing world. By using scaffolding as a core strategy, it can help children develop the skills they need to approach challenges with confidence, think creatively, and actively participate in shaping their future.