ABSTRACT
This chapter focuses on a study in which the authors examined how 30 children aged 3, 4, and 5 responded to an adult teacher giving them assistance in a task where they had to fit together 21 blocks into a pyramid. The central aim of the teacher was to allow the children to figure things out for themselves as much as provide support and intervene when necessary, and to provide only verbal support initially and intervene only if necessary. The relative success or failure of the child would determine the actions of the teacher. Problem-solving has a deep structure that is not always apparent until nearing the end of production and in providing effective scaffolding, the teacher needs to not only bear in mind the deep structure and correct solution but also the tutee’s conception of that deep structure and possible solution. Only then will a teacher be able to offer the right form of assistance.
