“Research evidence tells us that high-quality interactions are the beating heart of effective early education.”(EEF)
Educators need to intentionally plan for high-quality interactions with children. One evidence informed strategy is scaffolding: when educators provide temporary support to help children accomplish tasks they cannot do independently. The STAIRS approach guides educators with implementing scaffolding.
Sharing attention
Thriving together
Avoiding frustration
Important features need highlighting
Reviewing progress
Self-motivation
Leila and Tanya are trying to move a heavy plank off an A-frame and put it at a steeper angle. They are struggling to lift it and beginning to get frustrated. Rushanara, who has been watching them goes over to see how she can help.
Rushanara: I can see you trying to move the plank.
Leila: Yes, we can’t move it - it’s too heavy.
Rushanara: Why do you want to move it?
Leila: So, we can slide down fast.
Rushanara is engaging with the children’s play, sharing attention.
Rushanara: Why do you want to move the plank (she gives them time to respond).
Tanya: So that we can slide down fast.
Leila: We want it to go here (she points).
Rushanara: Yes, if you put it higher that will make it steeper.
Rushanara is joining the children in solving the problem – the educator and children are working alongside each other, they are thriving together.
Rushanara: Let’s see if you can move to here (she points to where Leila said they wanted it to go) so that it’s at a steeper angle. You come to this end, Tanya and you stay at that end, Leila. Now gently try to lift it.
Leila: It’s too heavy still.
Rushanara: I’ll help you lift your end, Leila.
They move it to where they want it.
Rushanara enables Leila to avoid frustration by lifting the plank with her, offering just enough support. Rushanara doesn’t take over but enables Leila to succeed.
Leila: We’ve done it!
Rushanara: Yes, you’ve moved the plank and now it’s at a steeper angle.
Tania: Let’s slide now!
Rushanara is highlighting important features: the children have succeeded in placing the plank higher up on the frame which increases its angle and enables them to slide faster. This helps the children to understand their goal.
Tania: Wow – it’s so much better now.
Rushanara: It’s steeper and faster, isn’t it?
Leila: Yes, we’ve made it steeper and faster – it’s not boring anymore!
Rushanara highlights how the children have succeeded in their goal - she is reviewing progress with them.
Tanya: Let’s move it higher– to here (she points).
Leila: I don’t want to go more faster.
Tanya: Okay – let’s stay here.
Rushanara: You’ve moved it today like you wanted to. Maybe another day you can try to move it a bit steeper. Have fun!
Rushanara reiterated the children’s self-motivation, pointing out what they had wanted to do and how they had achieved it. She encourages them to try to do this again another day (maybe without her help).
Reflecting on this in daily practice.
It is important for teams to consider how to embed STAIRS by asking questions such as:
- Does your regular practice include scaffolding the learning of every child?
- How did your interactions with a child scaffold their learning today - what is the next step?
- Did your interactions lead to an extended back and forth conversation with a focus on what the child was thinking / how they were solving a problem?