What if we scaffolded children’s behaviour in the same way we already scaffold every other area of their learning?

As educators, we understand that knowing how to do something and being able to do it independently aren’t necessarily the same thing but, when it comes to behaviour, we can forget this pretty quickly. In this episode, I’m taking Vygotsky’s ideas around scaffolding and the Zone of Proximal Development and applying them to behaviour, so we can think differently about the support children might need to meet our expectations.

You’ll hear:

✨ How the Zone of Proximal Development can help us understand what children can do independently, with support, and what might currently sit outside their capacity

✨ Why scaffolding behaviour doesn’t automatically mean lowering our expectations

✨ How co-regulation, behavioural momentum, playfulness and boundaries can scaffold children towards the behaviour we’re asking for

✨ Why the same expectation can require completely different levels of support for different children (and even for the same child on different days)

Behaviour deserves the same developmental lens we already bring to learning, and sometimes the most useful thing we can do is stop repeating the expectation and ask what support might help this child actually get there.

Doors to The Behaviour Reset are OPEN!

If you want to be able to understand the behaviour you're seeing, decide how to respond, and adapt your approach when things don't go to plan - without constantly questioning whether you're doing behaviour "right" - click here to join us!

Doors close on October 22.

EP 68 | What If We Scaffolded Behaviour Like We Scaffold Learning?

The Bloom Room: An Early Childhood Podcast

EP 68 | What If We Scaffolded Behaviour Like We Scaffold Learning?