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Early Childhood Education and Care > About us > Transition to school > Age appropriate pedagogies > Characteristics >



Including such actions as modelling, encouraging, questioning, adding challenges, and giving feedback, provide the support needed to extend children's existing capabilities. Effective scaffolding by both educators and other children provides active structures to support new learning, Pit is then progressively withdrawn as learners gain increasing mastery.

'Scaffolded' unpacked

Teachers may:

Children may:

  • ensure that children know how to seek help and from whom

  • model, encourage, question, add challenges and give feedback to support and extend children's learning

  • establish a problem-solving climate, encouraging children to experiment and take risks, withdrawing support as children's mastery increases

  • provide learning experiences of growing complexity, differentiating the level of support according to children's strengths, motivations and interests.

  • recognise when they require help and are able to independently access that help

  • accept and incorporate feedback into future learning

  • act with resilience in a challenging, but supportive environment

  • participate in learning experiences of growing complexity, while receiving differentiated support from their teacher.

"An appropriate learning environment for young children is one in which useful age-appropriate activities are available, interesting practical projects are carried out, teachers have high expectations of children, and children and adults work together as a team".

To find out more read the Age-appropriate pedagogies for the early years of schooling: Foundation paper pdf version Adobe PDF document1.3M - word version. Microsoft® Word document 88K

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This page was last reviewed on 22 Jul 2016

Read the Teacher and child behaviours unpacked to focus on behaviours that may be observable in classroom practice. PDF version Adobe PDF document216K

Characteristics unpacked

Use the Questions to support teacher reflection to assist in embedding the characteristics of age-appropriate pedagogies into planning and practice. PDF version Adobe PDF document491K

Characteristics support teacher reflection

Use the Examples of practice to see how one teacher aligned curriculum, pedagogy and assessment in her Prep classroom.

Characteristics support teacher reflection

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