The Role of an Adult in Scaffolding Learning Through Play

by

ACKNOWLEDGEMENT

For this research, I would like to thank my family, friends and specifically my supervisor, for supporting and guiding me throughout my journey of learning. Without their support, it would not have been possible for me to conduct this research.

DECLARATION

I, (Your name), declare that all the contents of this dissertation is my individual work without any aid. Furthermore this dissertation has not been submitted previously at any academic or professional level. The study also represents my very own views and not which are associated with university.

Signed __________________ Date _________________



ABSTRACT

In this study we try to explore the concept of scaffolding learning in a holistic context. The main focus of the research is the role of adult in scaffolding learning through play. The research also analyses the way adults, in particular teachers, assist children in learning through play. The study also highlights various strategies used by teachers to promote learning through play in their classroom. Research was conducted using primary qualitative methodology. Data was collected through semi-structured interviews and non-participatory observation technique. From the results it was observed that the role of adult plays a significant part in scaffolding learning through play. The strategies used by teachers make the student explore their skills and capabilities and thus enhance their learning.

TABLE OF CONTENTS

ACKNOWLEDGEMENTII

DECLARATIONIII

ABSTRACTIV

CHAPTER 1: INTRODUCTION1

Background of the Study1

Research Questions2

CHAPTER 2: LITERATURE REVIEW3

Government Strategies to Promote Learning through Play3

The Implications of Scaffolding Learning Through Play4

The Role of the Adult in Scaffolding Play6

CHAPTER 3: METHODOLOGY8

Qualitative Data8

Sampling Method9

Interviews9

Non-participant Observations10

Biasness10

Ethics11

Triangulation11

Reliability and Validity11

Analysis of Methods12

CHAPTER 4: DISCUSSION AND ANALYSIS13

Interview Results13

Observation Results15

CHAPTER 5: CONCLUSION20

Conclusion20

Limitations20

Implication for Future Practise21

REFERENCES22

APPENDIX25

CHAPTER 1: INTRODUCTION

Background of the Study

Since a long time, early scholars, childhood educators, and researchers have acknowledged play as a valuable contributor to children's learning (Fleer, 1999; Vygotsky, 1978). The role of play is regarded important as it enables a child to think, move, speak and imagine (Cohen, 2006: 21). Moreover, play is also regarded as the prime contributor to the social as well as emotional development of a child (Corsaro, 1997: 45). Vygotsky (1978: 102) asserts that:

In play a child always behaves beyond his average age, above his daily behaviour; in play, it is as though he was a head taller than himself. As in the focus of a magnifying glass, play contains all the developmental tendencies in a condensed form and is itself a major source of development.

Scaffolding initially referred to the interaction between an expert and a novice engaged in a problem-solving task. According to Wood (1976: 99), scaffolding involves the expert taking control of those portions of a task that are beyond the novice's current level of competence, thus allowing the learner to focus on the elements within his or her range of ability. In education, scaffolding is a term to describe the temporary but essential nature of supportive interaction through which novices (e.g., apprentice learners) are assisted by experts (e.g., teachers, parents or other mentors) or other peers to develop new skills, concepts or higher levels of ...