To see if children responded to tutoring when they had a problem to solve and to look at how this changed with different age groups
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Wood et al - outline the sample used
30 children (3-5), equal gender, equal number across different age groups (3,4,5) All from Massachusetts, parents volunteered through advert.
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Wood et al - Outline the task the children had to complete
One-to-one basis. 20min-1h. Task was within reach of child but not able to do it alone. Wooden toy pyramid, 6 layers each layer consisted of 4 equal size blocks that linked together into two interlocking pairs. These interlocked with a rod-and-hole
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Wood et al - Outline the role of the tutor
Tutor had standardised set of actions. Enable her to work with each child individually but with some comparability. Try to ensure child did as much by its self as possible. Some verbal instructions, only if these failed physically intervene
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Wood et al - Outline the procedure in this study
Child was seated at table with 21 blocks, allowed to play with for 5 min. Tutor showed child how to make pair of blocks, ask the child to make some more. Child was left to own devices as much as possible. Little praise but atmosphere of approval.
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Wood et al - How could the child respond to the tutor after showing how to assemble blocks?
Ignore tutor and continue play: Tutor would again present blocks. Child would take tutor's blocks and play: Tutor would pair blocks again. Child would take up blocks and manipulate in similar way: Tutor verbally point out errors
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Wood et al - How was behaviour scored?
If child assembling blocks: Assisted/Unassisted -> Matched/Mismatched. If child put aside mismatched pair/rejected, took apart a wrong pairing/left it. Pick up block & put together/took apart
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Wood et al - How were the intervention by the tutor noted?
Direct assistance, Verbal prompt, Verbal prompt to carry on
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Wood et al - Outline the results for the younger aged group
Number of tutor interventions was higher (20), more showing (successful 40%) less telling (successful 18%), Fewer unassisted pairings (10%) and small number of these were correct (incorrect 9:0 correct)
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Wood et al - Outline the results for the middle-age group
More unassisted pairings (50%) (than young), with greater accuracy (incorrect 2:8 correct). Tutor was more verbal interventions saying correct/not. Demand individual approach more.
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Wood et al - Outline the results for the five year olds
Most correct pairings (incorrect 1:2 correct). More unassisted acts (75%), Less rejection when assistance was offered
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Wood et al - How does this demonstrate scaffolding function and how it can be implemented in learning
Task is one in which child can conceive the problem but can't solve alone. Tutor lures child into task and initially tells solution keeping them on task. Finally the role of scaffolder simply to comfirm right.
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Wood et al - What were the key components of the scaffolding process?
1) Recruitment (engage learner) 2) Reduction in degrees of freedom (Reduce number of possible outcomes) 3) Direct maintenance (motivation) 4) making critical features (highlight important faults) 5) frustration control (change task) 6) demonstration
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Other cards in this set
Card 2
Front
Wood et al - outline the sample used
Back
30 children (3-5), equal gender, equal number across different age groups (3,4,5) All from Massachusetts, parents volunteered through advert.
Card 3
Front
Wood et al - Outline the task the children had to complete
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