This year, I’m viewing “traditional” New Year’s resolutions through a library lens. So far, we’ve explored ways to exercise more, live life to the fullest, eat healthier, lose weight, and save money. This month, we’re looking at organization. While it would be easy to talk about cleaning up supply closets or doing a deep clean of your digital files, I’m taking a different approach. Organization isn’t just about space – it’s also about creating clear paths for learning and engagement. Let’s talk about ways that intentional, scaffolded program structures create organization and clear direction for patrons and staff alike. While each library’s program structure is different, my goal today is to share replicable models that work for all types of libraries and programs. I’ll explore how scaffolded programs help you reach specific audiences and customize patron experiences. At its core, scaffolded programming is about purposeful program design over time.
Why Scaffolded Programming Matters
Intentionality is an integral part of program design. With a clear why behind our programs, learning objectives and activities follow naturally. Scaffolding your programs is one option to create an organized progression and remove confusion for families. At its core, scaffolded programs mean thoughtfully designing programs that build on skills, interests, or developmental stages over time. These programs focus on deeper learning through predictable stages. By creating an organized progression that supports different developmental stages, you clarify programming goals. Staff can plan more efficiently by building on existing programs, and your programs have greater continuity. When families find options that meet their child’s needs at every level, they are more likely to continue engaging with the library over time.
Create a clear path for learning.
Scaffolded programming works best with clear pathways to your learning goals. First, consider programs as an interconnected series rather than isolated events. Next, map the journey. What foundational skills come first? Then consider how to add additional skills. Finally, think about what mastery looks like. Scaffolded programs meet children where they are and give them somewhere to go next. At my library, we often subdivide our early learning programs by age and ability. For ages 0-18 months, Baby Picasso introduces finger painting and color mixing. Mini Monet, for ages 18-36 months, transitions from finger painting to sponges and brushes that practice grip strength and fine motor control. Finally, for ages 3-5 years, Art Start features open-ended exploration of a process art technique. These projects often require more creative thinking or dexterity. At every stage, we introduce new opportunities while keeping familiar structures and expectations.
Know what concepts build on each other.
As you start scaffolding, look for concepts that naturally build on each other and already exist in your programs. In STEAM, cause-and-effect naturally leads to advanced problem-solving concepts. For early learning, gross motor skills transition to fine motor skills. Scaffolded programs also support teen coding clubs, adult technology programs, or programs focusing on maker ideas. If you’re forcing the steps, your programs won’t work. Instead, look for natural sequences and breaks. Think about where patrons engage with content at different levels, and use this as your guide. Natural scaffolding shouldn’t feel artificial. Rather, it will feel like discovering what comes next. Our early learning music programs are one example. With infants, we introduce rhythms, sounds, and music as a learning tool. As children graduate into other programs, we add more intentionality, eventually using our preschool programs to introduce concepts of pitch, tempo, and instrument use.
Build out from your strengths.
As you scaffold, remember you don’t need to build everything at once. Take your strong programs and ask, what comes next, what translates well, and what needs adjustment. Use this information to identify expansion opportunities and scale complexity up or down. If you have a strong tween presence, look for ways to continue engagement into their teen years. Remember, this isn’t just about content – a different audience might also need a different approach or schedule. Focus on community interests rather than specific curriculum goals. Our library offers Playdough Playdate for preschoolers with great attendance. However, we didn’t have something for toddlers. We didn’t want to repeat the program for a younger audience, so we focused on creating sensory experiences. Families interact with ingredients, making their own dough before playing. Make and Play(Dough) emphasizes sensory exploration, not fine motor development and creative exploration, as in the preschool program.
Be deliberate with ability and engagement.
Scaffolded programs only work with clear differentiation in program experiences. Think about developmentally appropriate skills by age. For infants, focus on sensory engagement and observation. As toddlers, add more exploration and repetition. With preschoolers, consider ways to engage the imagination and complete simple challenges. Some ideas carry over – everyone loves hands-on learning – but individual experiences should be unique. Within the target age and learning style, consider multiple entry points. Choose a mix of options to accommodate different needs for structure, collaboration, and enthusiasm. Scaffolding isn’t about making the same program harder. It’s about creating unique experiences with a shared purpose. My library carefully considers age and ability with movement-based programs. Parachute Party allows active parachute play for preschoolers, while Toddler Games encourages gross motor movements. Move Baby focuses on sensory exploration and simple movement. Each program offers something unique, tailored to the audience.
Keep it flexible, not rigid.
While we provide guidance about what programs best align with a family’s needs, when scaffolding, we also try to avoid unnecessary rigidity. When creating learning paths, it’s important to leave the doors open to join those paths at any point in a family’s journey. These paths guide – they don’t gatekeep. Use attendance limits only when truly necessary. In our library, while every program has a recommended age, not every program has limited entry. Come-and-go programs are available when we have plenty of space and supplies in the room, and we don’t limit participation. We only use free tickets (provided 30 minutes before the program) when we need to limit participation because of limited supplies or for safety in the room. In both cases, we have conversations with caregivers to address their child’s specific needs and abilities, and help them find their best programs.
Picture Book Tie-In: Not Yet, Yeti
If you’re looking for a title that encourages patience and growth, try Not Yet, Yeti by Bethany V. Freitas, illustrated by Maddie Frost. Little Yeti is beyond excited to start school and try all the things he hasn’t yet. Unfortunately, new things aren’t always easy. With beautiful illustrations and simple text, this story reminds readers that supportive friends and grown-ups help us practice and learn even the things that feel insurmountable. It’s a powerful reminder that life is all about learning and growth. Whether you’re reading it as part of a storytime or recommending it to a family trying something new, this title is sure to please. Pair this with conversations about skills that take time to master, or activities that encourage progressive skill-building.
As you consider ways to scaffold your programs and build learning frameworks, remember that organization comes from clarity and intention. When you combine your purpose and your passion, you can create programs with a stronger impact and more opportunities. If you need inspiration, the ALSC Blog is full of adaptable program ideas to support your scaffolding goals. Stay tuned next month as we explore ways to learn new skills with staff training and support. How will you create learning paths for your patrons with your next program?
This post addresses ALSC Core Competency #1: Commitment to Client Group and ALSC Core Competency #3: Programming Skills. Featured image created by Jaime Eastman, ALSC member.
Jaime Eastman is a senior Public Services Librarian and Early Learning Coordinator at the Harrington Library, one of the Plano (Texas) Public Library locations. Jaime is also working on at least two ambitious cross-stitch projects, dreaming of future travel plans, and reading far too many books. As a child, she wanted to grow up to be an author. Writing for the blog and publishing with Children and Libraries feels like a good start, and she regrets nothing about her adult decision to be a librarian doing storytimes, who didn’t have to grow up too much.