Quality of Feedback
Scaffolding– The teacher leads the game and provides assistance when needed, “Try again! Touch each dot when you count.”
Language Modeling
Repetition and Extension– The teacher repeats the child’s counting.
Frequent Conversation– There are many back and forth exchanges between the child and teacher while playing the game.
Concept Development
Integration– This game incorporates math concepts, like counting the numbers on the die and the vocabulary word “equal.” The teacher also created the game to connect to a nursery rhyme character.
That was a lot of one-to-one correspondence like one dot for each number. She’s a little girl that needs one through five, so I was excited when she picked [this game]. And then we could do one through six. They always want to be with the teacher, so that’s why I sat and played with her just to keep her interested. […] She was able to match when I said, “Oh, that’s five. Where’s your five.” she could find it. So, it was just reinforcing those skills that she needs, and she was turn-taking, too.
Video Descripton
Ms. J and a child play games in centers. This game has the specific goals of counting and number identification, but the content is presented in a format the child understands. This video shows Ms. J leading and scaffolding the game but letting the child have the agency to make mistakes and correct them.