The Use of Scaffolding Technique to Improve Children’s Problem-Solving Skills

Abstract

In order to better understand how the scaffolding method affects toddlers' problem-solving abilities, this study looked into its consequences. With a nonrandomized controlled trial, this study used a quasi-experimental approach. 46 moms and 86 preschoolers from Universiti Putra Malaysia's two preschools, all of whom were between the ages of five and six, took part in the study. The participants were split into experimental and control groups at random. Five levels of support were used as the foundation for the scaffolding approaches: “level 1, general verbal therapy; level 2, specific verbal treatment; level 3, specific verbal treatment combined with non-verbal indicators; level 4, preparation for the next action; and level 5, demonstration. Participants were tested on their ability to solve puzzles using a 35-piece set”. Three stages of data collection were used: “(1) a pre-test, (2) the application of a scaffolding treatment, and (3) the gathering of post-test data”. The data were analysed using the independent sample t-test and the paired sample t-test. According to the results, there were statistically significant variations between the experimental group and the control group's post-test mean scores. Additionally, the results revealed a sizable difference between the pre-test and post-test. These results suggest that during therapy, children might internalise their mothers' scaffolding strategy and become better able to accomplish the activity on their own. In order to help their children improve their problem-solving abilities, parents must therefore provide the right kind of support based on the children's abilities.