“I wish we could do whatever we want!”: Children subverting scaffolding in the preschool classroom

Abstract

This paper examines the interactions between teachers and children based on a micro‐ethnographic study of an early childhood classroom in which the teacher attempts to scaffold children's learning. The attempts at scaffolding are subverted by children as they resist the teacher's endeavors to modify their play. Teacher's attempts at scaffolding, which interfered with the children's desires to play, fell under three main categories: interruption, overscripting and limitations. Teacher trainers and early childhood educators should be aware that not all attempts to scaffold play are successful. Early educators need to be instructed in reflection and careful observation of children's play. © 2005 Elsevier Inc. All rights reserved.