Continium of Teaching Behavior

Acknowledge
Give attention and positive encouragement to keep the child engaged in activity

Model
Display for children a skill or desirable way of behaving in classroom, through actions only or with clues, prompts or other forms of coaching

Facilitate
Offer short-term assistance to help child achieve the next level of functioning (holding the bicycle seat while child pedals)

Support
Provide a fixed form of assistance, such as bicycle training wheels, to help child achieve the next level of functioning

Scaffold
Set up challenges or assist children to work “on the edge” of their current competence

Co-Construct
Learn or work collaboratively with children on a problem or task, such as building a block structure

Demonstrate
Actively display a behavior or engage in an activity while children observe the outcome

Direct
Provide specific direction for children’s behavior within narrowly defined dimensions of error




Source: Bredecamp, S. (1995) REACHING POTENTIALS THROUGH TRANSFORMING CURRICULUM, ASSESSMENT & TEACHING, VOL II, Washington, DC: NAEYC