Raina Veney Scaffolding paper

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Raina Veney Trinity Washington University Scaffolding Paper Dr. Bishop PSYC 243 February 17, 2023

For this assignment the child I have interacted with is my 7-month-old Goddaughter. I have chosen for her to complete the task of object permeance and seeing how she will act and perform during her engagement. Usually between months 8-12 is when a child can fully grasp the concept that something or someone has not actually disappeared and still exist even when you cannot see or hear them. For the research a toy was hidden in her view underneath a blanket and observed whether she would search for the toy. Searching for it would be evident that she has mastered object permanence to this extent. I predicted that she would not be able to understand that the toy was hidden and would not end up looking for it. In Vygotsky’s concept of scaffolding there is a Zone of Proximal Development, which is what the learner can do with guidance, tasks that the learner cannot do with assistance and tasks that the learner can do without guidance or assistance. My Goddaughter is currently in the stages of infancy which is from the time of life to about 1 to 2 years old. She is grasping and picking up objects with fingers and hands, sitting up own her own, babbling, and trying to gain the skills of crawling/ standing up. In the first step of the activity, I showed her a rattle like toy and proceeded to give it to her to play with; She immediately puts the toy in her mouth and shakes it. After taking the rattle away and placing it underneath the blanket I asked her where the toy was using her name and a higher voice to get her to focus. She briefly searched for the toy by looking around and touching the blanket until she got distracted and ultimately decided to give up. On the second attempt to see if she would search for the toy, I retrieved it from under the blanket, still in her view to give to her again to interact with. She again shakes it and after a while becomes disinterested and tosses the rattle down. I then pick it back up show it to her again placing it in between the blanket this time while shaking it up and down to get her attention to see where the toy will end

up after concealing it. To help her out further I lift the edge of the blanket to show her that it is still there even though she may not see it. I repeat this several times so that she grasps the lifting the blanket herself will also reveal the toy she wanted. She reaches out for the blanket but does not fully grab it, but instead reaches out her mother beginning to whine showing that she is distressed and aware that the toy is now missing and or gone. This let me know that she was still wanted to play but cannot and lets her mother know that she needs assistance now. For the 3rd attempt of the research, I had now asked mom to uncover the rattle and hand it back to her, looking to see if she would feel more comfortable after seeing and following the steps her mother has done to make the toy appear again. Instead of taking the object away immediately, this time I wanted to change the level of support I was giving her by modeling exactly what I wanted her to do with another toy. After repeating that step 3 times, I allowed her to reach for the new toy again and to my surprise she lifts the edge of the blanket revealing only a portion of the toy she begins to keep grasping for the toy until she finally grabs it out. Lastly, after seeing that she is approaching mastery and to test her knowledge to see if she has understood what needed to be done to get the toy, I let her try again without my support. I once again placed the rattling toy underneath the blanket, and without giving direction or asking questions she reaches for the blanket to pick up the corner and set it aside revealing the colorful toy. In the end, my prediction was incorrect that she would not be able to understand that the toy was hidden and would not end up looking for it due to the understanding that she would become easily distracted. Doing this assignment with my Goddaughter has increased her understanding of object permanence and has gained her a new skill. Something I would do differently to better my understanding on scaffolding would be to try again with an older child

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with a project that they could understand and by breaking it into learning sections to see if thrill be able to get it on their own.

References Arnett, J.A., & Jensen, L.A., (2019) Human Development: A cultural approach (3rd ed.)

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