Abstract
The concept of “scaffolding” has been used widely across education contexts. This article considers its application within an early literacy program in Victoria, Australia. Analysis of professional development materials from the program discerns two different concepts of scaffolding. One of these, “a broad scaffold of support”, is linked to the provision of balance in the program’s approach to daily writing instruction. Discussion considers the application of scaffolding to balance in this literacy program and concludes that research is required to substantiate this particular use of the concept.
| Original language | English |
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| Publication status | Published - 2007 |
| Event | 2007 Annual Meeting of the American Educational Research Association - Chicago, United States Duration: 09 Apr 2007 → 14 Apr 2007 |
Conference
| Conference | 2007 Annual Meeting of the American Educational Research Association |
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| Country/Territory | United States |
| City | Chicago |
| Period | 09/04/07 → 14/04/07 |