Practical Implications – When children are positioned as initiators of their learning, they are able to use their vast repertoire of knowledge of the world, language/s and literacies, and familial, cultural, and community ways of knowing to create, interpret, and engage in tasks. In this agentive view, children are positioned as holding full responsibility at the onset of any task and gradually releasing their responsibility to access support, when needed. Within tasks that are sufficiently wide for engagement at varied entry points, learners are the catalyst of the functions that were formerly initiated by teachers. Teachers invite children to access personal and contextual resources and to seek assistance, as needed, through additional external, contextual resources. This inverted model of scaffolding, that is child-directed rather than teacher-initiated, requires teachers to go beyond theories of teaching and learning and develop a theory of an individual child.
Gaffney, J.S. and Jesson, R. (2019), "We Must Know What They Know (And So Must They) For Children to Sustain Learning and Independence", McVee, M.B., Ortlieb, E., Reichenberg, J.S. and Pearson, P.D. (Ed.) The Gradual Release of Responsibility in Literacy Research and Practice (Literacy Research, Practice and Evaluation, Vol. 10), Emerald Publishing Limited, Bingley, pp. 23-36. https://doi.org/10.1108/S2048-045820190000010002
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