Part of the EYFS Glossary
This article forms part of our EYFS Glossary of Early Years Education Terms, which explains key curriculum, pedagogy, and assessment language used in early years practice.
Scaffolding refers to the support provided by practitioners that helps children achieve or understand something they could not yet do independently. This support is gradually reduced as the child becomes more confident and capable.
What is Scaffolding?
Scaffolding describes the way in which practitioners support children’s learning by providing appropriate guidance, prompts, or assistance. This support helps children engage with tasks, ideas, or challenges that would be difficult to manage alone.
As children develop understanding and confidence, the level of support is gradually reduced, allowing them to become more independent.
Scaffolding in Early Years Practice
In early years settings, scaffolding often takes place during play and everyday interactions. Practitioners observe children’s learning and provide support that helps extend their thinking or skills.
For example, a practitioner may:
offer a suggestion during play
provide a prompt to support problem-solving
introduce new vocabulary
model a strategy or approach
break a task into smaller steps
These forms of support help children move forward in their learning.
Types of Scaffolding
Scaffolding can take different forms depending on the context.
Verbal Scaffolding
Using prompts, questions, or suggestions to guide thinking.
Physical Scaffolding
Providing practical support, such as demonstrating how to use a resource.
Cognitive Scaffolding
Supporting thinking by helping children organise ideas or consider possibilities.
Emotional Scaffolding
Providing reassurance and encouragement to support confidence and persistence.
The Role of the Adult in Scaffolding
The adult plays a key role in recognising when and how to provide support. This involves:
observing children’s current level of understanding
identifying when support is needed
adjusting the level of support appropriately
gradually reducing support as independence develops
Effective scaffolding requires practitioners to be responsive and aware of each child’s development.
Scaffolding and Children’s Development
Scaffolding supports children’s development by helping them achieve new skills and understanding. Through appropriate support, children can:
develop confidence in learning
extend their thinking and problem-solving
build independence over time
engage more deeply with activities
These experiences contribute to children’s progression across the early years.
Common Questions About Scaffolding
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Scaffolding involves purposeful support that is gradually reduced, rather than simply helping a child complete a task.
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Scaffolding is used when children are ready to develop a new skill or understanding but need support to do so.
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As support is reduced, children become more independent and able to apply skills and understanding on their own.
Summary
Scaffolding refers to the support provided by practitioners to help children achieve something they could not yet do independently. Through responsive and gradually reduced support, children develop confidence, understanding, and independence in their learning.
Related Glossary Terms
The following glossary entries are closely related to Scaffolding and provide additional context:
Further Guidance | Related Documents within our ‘EYFS Curriculum & Pedagogy’ suite:
Below you will find a selection of guidance documents from within our Little Owls Resources ‘Curriculum & Pedagogy’ area which explore this concept (& its age-specific application within EYFS settings) in greater depth.
[For additional documents please visit our support pathways: Baby | Toddler | Preschool | Reception | Mixed-Age]
Further Guidance | Related Resources within our ‘Printable Provision’ area:
Disclaimer
The information provided in this glossary is intended to support understanding of terminology commonly used within the Early Years Foundation Stage (EYFS). It does not constitute official guidance and should not be considered a substitute for the EYFS Statutory Framework or other Department for Education publications.
Terminology and interpretations may vary between settings and professional contexts.