Teachers' support for children becoming pupils. An observation study of teachers' interactions and scaffolding in first grade.
Saved in:
| Title: | Teachers' support for children becoming pupils. An observation study of teachers' interactions and scaffolding in first grade. |
|---|---|
| Authors: | Hoff-Jenssen, Reidun1 (AUTHOR) reidun.hoff-jenssen@hiof.no |
| Source: | Scandinavian Journal of Educational Research. Apr2026, Vol. 70 Issue 3, p688-703. 16p. |
| Subject Terms: | *Teacher-student communication, *Educational support, *Interaction analysis in education, *First grade (Education), *Compulsory education, *Academic support programs |
| Abstract: | While the transition from preschool to primary school has been extensively researched, less attention has been paid to the initial period of school, where children face new expectations and demands, academic and social, and become pupils. Following an observational approach, this study explores how teachers support school starters with the social aspect of becoming pupils by analysing teachers' interactions and use of scaffolding in the classroom. Four ways of teachers' interactions were identified: positive, verbal, non-verbal and sensitive. Furthermore, the analysis revealed that teachers employed various scaffolding means. The findings confirmed Van de Pol et al.'s identification of feedback, hints, explaining, modelling and questioning as means of scaffolding. Three additional means were identified: bodily, artefacts and organisation. The teachers' interactions and means of scaffolding formed a baseline for supporting children in becoming pupils. Expanding scaffolding allows for further exploration of new scaffolding means particularly useful for children starting primary school. [ABSTRACT FROM AUTHOR] |
| Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | While the transition from preschool to primary school has been extensively researched, less attention has been paid to the initial period of school, where children face new expectations and demands, academic and social, and become pupils. Following an observational approach, this study explores how teachers support school starters with the social aspect of becoming pupils by analysing teachers' interactions and use of scaffolding in the classroom. Four ways of teachers' interactions were identified: positive, verbal, non-verbal and sensitive. Furthermore, the analysis revealed that teachers employed various scaffolding means. The findings confirmed Van de Pol et al.'s identification of feedback, hints, explaining, modelling and questioning as means of scaffolding. Three additional means were identified: bodily, artefacts and organisation. The teachers' interactions and means of scaffolding formed a baseline for supporting children in becoming pupils. Expanding scaffolding allows for further exploration of new scaffolding means particularly useful for children starting primary school. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00313831 |
| DOI: | 10.1080/00313831.2025.2506385 |
