Scaffolding is the process through which a learner is provided with support to complete a task that surpasses their individual abilities (Van de Pol et al., 2010). The purpose of this article is to describe a framework to support early childhood educators' reflection and intentional planning of scaffolding to support children's development within inclusive classrooms. It's presented in a structured manner to serve as a model for both novice practitioners and those interested in learning more about scaffolding. This framework is demonstrated through narratives of one Head Start classroom teacher who used data collection and progress monitoring to make continuous decisions on the best way to support the learning and development of children in her classroom. Although the framework can be applied to support any type of development, the authors focus on supporting language development through science activities.