Scaffolding Early Learning (SEL) is a newer curriculum developed for the early childhood classroom (preschool & kindergarten). The SEL curriculum is influenced by theorist, and Vygotsky and his student Elkonin. Dramatic Play scenario development involves critical and careful planning on the teacher’s part.
Goal of the SEL curriculum:
- Increase executive function/self- regulation skills
- Increase language and literacy skills
- Increase mathematical skills
Why is self-regulation important?
- Self-regulatory skills are fundamental for children school readiness and can have long-term negative effects on achievement. (Blair, 2002)
- Preschoolers’ ability to delay gratification related to:
*self control, ability to deal with stress, frustration and temptation at preschool.
*parent reports of attentiveness, concentration, planning, IQ, SAT scores at ADOLESCENSE
*Goal setting and self-regulatory abilities at AGE 30+!
(Mischel, Shoada & Peake, 1988; Shoda, Mischel & Peake, 19990; Ayduk, Mendoza-Denton, Mischel, Downey, Peaker & Rodriquez, 2000)
Core Executive Functions Targeted:
*Inhibitory control of actions and attention
-self-control or discipline
-selective or sustained attention
-holding information in mind & working with it
-thinking “Outside the box”
Strategies and Games Implemented in the SEL Curriculum:
3.Elkonin Jumping Game
5.Question of the Day
7.I have; Who has game
10.Message of the Day
11. Play Planning
12. Mature Play Centers
Understanding the SEL Curriculum: Presentations
- Scaffolding Early Learning – REFLECTION OF IMPLEMENTATION OF BAKERY SCENARIO
- Scaffolding Early Learning – IMMATURE vs. MATURE PLAY
- Scaffolding Early Learning – PLAY PLANNING & MATURE PLAY CENTERS
- Scaffolding Early Learning – PLAY THEME DEVELOPMENT
- Scaffolding Early Learning – OVERVIEW
- Scaffolding Early Learning – STRATEGIES FOR IMPLEMENTATION