Use of the “Scaffolding” Strategy in the Education of Children With Special Educational Needs in an Inclusive Preschool Unit – a Systematic Review

DOI: https://doi.org/10.35765/eetp.2024.1975.06
Keywords: scaffolding strategy, inclusive education, inclusive kindergarten, educational achievement, children with special educational needs

Abstract

A systematic literature review on the use of “scaffolding” in the education of children with special educational needs in an inclusive preschool was carried out using the PRISMA tool for analysis. The review of eight full-text articles published between 2000 and 2024 from five scientific databases (Google Scholar, Science Direct, EBSCO, WoS and Scopus) shows that “scaffolding” is used to foster children’s mastery of skills such as learning, literacy, and the understanding of scientific concepts. It also supports children’s independence and autonomy in decision making, initiative taking, independent explorations, and problem solving. The teacher may implement “scaffolding” directly with a pupil or with the help of his or her peer. The review confirms the applicability of such “scaffolding” in working with children with special educational needs in inclusive preschools. The size of the effect of this strategy on the provision of motivational support was moderate, while its effect on cognitive support was significant. The review of “scaffolding” means will broaden the scope of knowledge on inclusive teaching solutions and evaluate the research in terms of effectiveness.

Author Biographies

Anna Zamkowska, Casimir Pulaski Radom University

Anna Zamkowska, PhD, Professor at Casimir Pulaski Radom University, Faculty of Philology and Pedagog. Head of the Department of Pedagogy. She is the author of three monographs and 140 scientific articles in Polish and English. Her scientific interests revolve around education of students with disabilities in various forms of education, inclusive school culture, preparation of teachers to work in an inclusive classroom and support for families with persons with disabilities. She has been a member of the Special Education Team supporting the activities of the Special Education Section of the Polish Academy of Sciences, is a vice-president of the Association of Christian Families of Persons with Disabilities “SChRON”.

Monika Koczańska, Casimir Pulaski Radom University

Dr. Monika Koczanska- Research and teaching adjunct at the Faculty of Philology and Pedagogy at the University of Radom. Her research interests are in the area of inclusive practices used by kindergarten teachers.

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Published
2024-12-24
How to Cite
Zamkowska, A., & Koczańska, M. (2024). Use of the “Scaffolding” Strategy in the Education of Children With Special Educational Needs in an Inclusive Preschool Unit – a Systematic Review. Elementary Education in Theory and Practice, 19(4(75), 87-102. https://doi.org/10.35765/eetp.2024.1975.06
Issue
Vol. 19 No. 4(75) (2024): From STEAM concepts to education for sustainable development - new ideas in the education and upbringing of the young child
Section
Thematic Articles

Copyright (c) 2024 Elementary Education in Theory and Practice

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