Peekaboo as an Instructional Model: Discourse Development at Home and at School

Cazden, Courtney B.

doi:10.1007/978-1-4899-1525-2_3

Cited by 71 publications

(80 citation statements)

References 10 publications

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“…Nonetheless, the groups performed equally assistance. Parents, teachers, and more capable children operate within this zone by scaffolding conversations (Cazden, 1979).…”

Section: Emergent Literacy 44mentioning

confidence: 99%

A Review of Emergent Literacy with Implications for Research and Practice in Reading

Mason¹,

Allen²

1986

Review of Research in Education

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“…Nonetheless, the groups performed equally assistance. Parents, teachers, and more capable children operate within this zone by scaffolding conversations (Cazden, 1979).…”

Section: Emergent Literacy 44mentioning

confidence: 99%

A Review of Emergent Literacy with Implications for Research and Practice in Reading

Mason¹,

Allen²

1986

Review of Research in Education

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“…However, these studies were largely observational (e.g. , Cazden 1979;Langer and Applebee 1986;Englert 1992;Fleer 1992). Virtually no (quasi-) experimental studies were found, and different definitions of scaffolding were used across the several studies.…”

mentioning

confidence: 99%

Scaffolding in Teacher–Student Interaction: A Decade of Research

2010

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Although scaffolding is an important and frequently studied concept, much discussion exists with regard to its conceptualizations, appearances, and effectiveness. Departing from the last decade's scaffolding literature, this review scrutinizes these three areas of scaffolding. First, contingency, fading, and transfer of responsibility are discerned in this review as the three key characteristics of scaffolding. Second, an overview is presented of the numerous descriptive studies that provided narratives on the appearances of scaffolding and classifications of scaffolding strategies. These strategies are synthesized into a framework for analysis, distinguishing between scaffolding means and intentions. Third, the small number of effectiveness studies available is discussed and the results suggest that scaffolding is effective. However, more research is needed. The main challenge in scaffolding research appears to be its measurement. Based on the encountered and described measurement problems, suggestions for future research are made.Keywords Scaffolding . Teacher-student interaction . Review . Primary and secondary educationThe concept of scaffolding has received a great deal of attention in educational research over the past few decades. An abundance of research on scaffolding in different contexts is thus the result. Scaffolding highlights one of the key aspects of children's learning, namely that it is often "guided by others" (Stone 1998a, p. 351).Scaffolding is typically associated with the socio-cultural theory of Vygotsky. Wood et al. (1976) adopted the scaffolding metaphor to explain the role that adults can play in joint problem-solving activities with children. Borrowed from the field of construction, where a scaffold is a temporary structure erected to help with the building or modification of another structure, the use of scaffolding as a metaphor within the domain of learning refers to the Educ Psychol Rev (2010) 22:271-296 DOI 10.1007 J. van temporary support provided for the completion of a task that learners otherwise might not be able to complete. This support can be provided in a variety of manners that for example includes modeling and the posing of questions for different subjects (e.g., science, social studies) at different ages. Stone (1993) described a Vygotskian-inspired analysis of scaffolding. According to Vygotsky, learning first takes place on a social (intermental) level before it takes place on an individual (intramental) level. In Stone's view, the student is not a passive participant in teacher-student interaction but scaffolding is seen as a fluid, interpersonal process in which both participants are active participants. Both participants actively build common understanding or intersubjectivity through communicative exchanges in which the student learns from the perspective of the more knowledgeable other.Because scaffolding is such a dynamic intervention finely tuned to the learner's ongoing progress, the support given by the teacher during scaffolding strongly depend...

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“…The whole support process would be based on contingency resources, gradually removing support and transferring responsibility, and finally promoting selfsufficiency (Wood, Bruner, and Ross 1976;Cazden 1979;Tharp and Gallimore 1988;Hung 1999). It would be articulated at several levels while acknowledging the fact that education is not the accomplishment of a previously limited and content-oriented script, which justifies it, but a process of internal reconstruction with external help, with the objective of attaining individual self-sufficiency.…”

Section: Classroom Approachesmentioning

confidence: 99%

Towards a rationale for research into grammar teaching in schools

Vicens

Camps

2013

Research Papers in Education

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This article hopes to bring new insights to the debate about the effect of grammar knowledge on language use, especially writing. It raises the question of the need to look more closely at the following three questions: (1) What is the aim of grammar teaching?; (2) How capable are students of conceptualising about language and how is their metalinguistic activity shown in their language use?; and finally, (3) Which approach is most suitable for students to be able to develop their own knowledge, with emphasis on the role of interaction in the classroom? The article concludes with ten key points which provide a basic outline for progressing in grammar teaching research.

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Peekaboo as an Instructional Model: Discourse Development at Home and at School

Cited by 71 publications

References 10 publications

A Review of Emergent Literacy with Implications for Research and Practice in Reading

A Review of Emergent Literacy with Implications for Research and Practice in Reading

Scaffolding in Teacher–Student Interaction: A Decade of Research

Towards a rationale for research into grammar teaching in schools

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