Scaffolding children’s
learning
requires skillful
removal of adult
assistance. According
to Salonen, Vauras,
and Efklides (2005, 2) teachers must pay careful attention
to “the learner’s moment-by-moment changing independent
functioning.” After observing a successful exchange
between Tricia and Lucy, Melissa withdrew, but she stayed
close. She encouraged the children to ask for help should
they need it, let them know where to find her, and monitored
their interaction.