Guiding children in their play varies in terms of the degree of support they need. The idea of scaffolding play involves adjusting the amount of support needed, depending on the child's level of play. Children who have little experience or limited skills may require maximum support.
Maximum Support You may need to step in and show the child how to play by: 1. Setting out specific toys and materials: Make sure there are enough props for a child to sequence an activity. 2. Identifying parts or roles to play: You might have to set up an activity like shopping and assign roles to children i.e. you can be the shopper, you can be the cashier, etc. 3. Scripting actions and dialogue: You have to actually show a child what to do or what to say. For example, a simple schem activity is to wash a doll. You may have to wet the sponge and show the child how to wash the doll. Then you have to "script" the words as well by saying: "Tell me...Time to wash!" 4. Partnering children together: Sometimes it is helpful to partner more experienced players with less experienced players. 5. Inserting drama or rituals: Use animated voice and facial expression to gain attention. Repeat rituals so that child anticipates action i.e. peek a boo.
INTERMEDIATE SUPPORT This level of support involves using verbal and/or visual cues. You may do this by: 1. Offering suggestions: Tell the child to get a shopping cart. "Let's go shopping!" Repeat the phrase "we need some..." 2. Commenting: Make remarks that are relevant i.e. "You did it!" "We need to pay for the food." 3. Re-framing the event: Expand on a theme to extend the play. For example, if shopping, "Oh, no!, We lost our keys! What should we do?"
MINIMUM SUPPORT Set the stage and let the players play! Be present but let the children direct the flow of the activity.