Learning is often wrongly thought of as a simple transfer of knowledge from teacher to student, conjuring images of passive pupils waiting to be filled like empty vessels. However, this limited perspective overlooks the fundamental way in which we, as humans, navigate and make sense of the world around us. Our unique superpower lies in our ability to learn from others through observation, imitation, and immersion. As children set off on their learning journey, they are not merely striving to become experts in narrow fields; rather, they are apprenticing for life itself. By recognizing this, we can employ three invaluable strategies to support their growth: modeling, coaching, and scaffolding.

Modeling is a powerful tool that allows children to learn by example. As parents and educators, we serve as models for how to be and what to do. Children are constantly observing and absorbing our behaviors, attitudes, and ways of interacting with the world. Children learn not only through direct experience but also by watching others and imitating their actions. By being mindful of our own behavior and seeking out positive role models, we can create an environment that fosters healthy learning and development.

Coaching involves actively guiding and nurturing children's learning process. Instead of passively imparting knowledge, effective coaches engage children through nudges, guidance, and demonstration. They create opportunities for children to explore, discover, and problem-solve on their own. Lev Vygotsky introduced the concept of the Zone of Proximal Development (ZPD), which refers to the space between what a child can do independently and what they can achieve with the help of a more skilled individual. By working within this zone, coaches can provide the necessary support and challenge to facilitate growth and learning.

Scaffolding is a metaphor for the temporary support provided to learners as they acquire new skills and knowledge. Just as scaffolding is used in construction to support a building until it can stand on its own, educational scaffolding involves providing structured assistance that is gradually withdrawn as the learner becomes more competent and independent. This support can take various forms, such as breaking down complex tasks into manageable steps, providing visual aids, or offering prompts and cues. David Perkins stresses the importance of using scaffolding techniques to make thinking processes visible and encourage students to think about their own thinking.

There are so many real-life examples of modeling, coaching, and scaffolding around us. Consider a child learning to ride a bicycle. At first, they observe others riding bikes, absorbing the basic movements and techniques (modeling). Then, a parent or caregiver guides them, holding the bike steady and offering verbal encouragement (coaching). As the child gains confidence, training wheels are added to provide stability and support (scaffolding). Gradually, the training wheels are removed, and the child learns to balance and ride independently.

Let's say a parent wants to help their child learn how to start a small business. The parent gives the child a simple plan to follow, which includes coming up with a cool product idea, making a basic plan, and telling friends and family about it. This plan is like training wheels on a bike - it helps the child get started without feeling too overwhelmed. As the child gets better at it, the parent starts taking away some of the help, letting the child do more on their own, like asking people what they think about the product or making a simple version of it. By using this step-by-step approach, the child learns real-world skills and also gets better at thinking creatively, solving problems, and talking to others - all super important things that will help them later in life.

As children apprentice for life, we have the privilege and responsibility to guide them, not by filling them with knowledge, but by equipping them with the tools and confidence to navigate the world on their own.