Documenting a journey of discovery with 4-5 yr olds.

Previously we explored how by watching and observing children in play and exploration within the learning environments can alert us to a 'seed' or an interest that is waiting to bloom (Walker, 2013). We then explored the need to recognise how to support the seed and allow it to grow. Is it going to be relevant to the whole group? How will the interest sprout? 

As a tree grows from a seed, to a seedling, then to an established plant, it begins to grow branches in many directions. Children's interest grow in varried paths and directions too. Following the intentions of the Reggio Emilia "project approach" we should encourage the 'children, in collaboration with teachers and one another, to determine the course of their investigations and learning'(Malguzzi, 1993b). I believe that Malguzzi's ideals incorporating the project approach allows each child’s knowledge, ideas, culture and interests to provide the foundation for the program, thus allowing them to contribute to the world as confident, involved and nurtured learners who can safely communicate and exploring their developed perspectives(AGNQS, 2009). 

As an educator, mapping can allow us to navigate the collaborative investigations to ensure that the seed, or interest, grows to a satisfactory ending point. Using intentional teaching, questioning and scaffolding gives us the power to allow the interest to grow in all the necessary directions. In conclusion a successful educator needs to able to show how the learning all ties together.     

Below, is a clearly structured map of where the learning came from, and how I had hoped to take extend learning. This plan was devised from learning stories written of the children's outdoor interactions throughout a nature rich garden setting. It is structured with achievable aims and remains and is left open to allow necessary changes to take place along the road to discovery. Remember as a teacher we are learning too. 

The seed is the first observation made of the interest. The seedling is another recorded event that had evolved from the first play event. Feeding the interest is a recorded spontaneous play event where I asked questions and encouraged participation. this event really established the interest as project. 

Why is it necessary to document where one intends to encourage the interest to blossom and bloom? As educators, early childhood (EC) and beyond, are encouraged to be reflective practitioners. By documenting your forethoughts, and plotting where you see the learning going, you are documenting material you can reflect upon regarding your practice and ability, thus proving you can 'deliver high quality teaching' practices that support the  development of the children  in your care (MCEECDYA, 2011). Throughout the exploration of the project, an educator should continue to reflect back to the plan to inspire new directions for learning, strategies and use it as a point to critically evaluate children's learning, along with the appropriate nature and effectiveness of the teaching strategies (AGNQS, 2009). This plan is only a starting point. 

Further intentional teaching plans are needed to show how this plan evolves. We will explore the next step in the next post.  

References

EYLF. (2010). Educators belonging, being & becoming:the early years learning framework for Australia. 

                             Canberra: Dept. of Education, Employment and Workplace Relations for the   
                             Council of Australian Governments. Relations for the Council of Australian  
                             Governments.

Institute for Teaching and School Leadership. (2011). National Professional Standards for

                        Teachers.Carlton South, Vic: Ministerial Council for Education, 

                        Early Childhood Development and Youth Affairs (MCEECDYA).

Malaguzzi, L. (1993a). For an education based on relationships. Young Children, 49 (1), 9–12.

              (1993b). History, ideas, and basic philosophy. In C. Edwards, L. Gandini, & G. Forman  
                       (Eds.), The hundred languages of children: The Reggio Emilia approach to early 
                       childhood education (pp. 41–89). Norwood, NJ: Ablex.

National Quality Standard for Early Childhood Education and Care and School Age Care. (2009). Victoria: 
                       Council of Australian Governments: Early Childhood Development Steering Committee

3. Feeding the seedling: where to go next.

'Educators are also responsive to children’s ideas and play. Using this knowledge accessed in play allows them to promote children’s learning through worthwhile and challenging experiences and interactions that foster high-level thinking skills.' 

Australian Government's Early Years Learning Framework, 2009.

As I reflect on Epstein's (2007) explanation of Intentional Teaching, I am reminded that moments of 'Intentional Teaching'  are 'moments that are given careful thought and are accompanied by careful consideration of their potential effects. Thus an “intentional’ teacher aims at clearly defined learning objectives for children, employs instructional strategies likely to help children achieve the objectives, and continually assess progress and adjusts the strategies based on that assessment’. 

This point is of key importance to us as educators. I always try to plot or map where I potentially see learning going. I plan experiences of play and art to support further exploration of the discovered interest. The type of activities planned depends on the age and abilities of individuals. The music interest the children were exploring had to grow up and out in all directions for it to live and satisfy curiosity.

It was clear that beyond exploring music through dance the children were curious about my instrument. I wanted to give them the opportunity to make their own instruments for exploration. Using cardboard coffee cups, beans, sand, seeds and strong tape, the children made their own shaker to use in our outdoor music exploration. I had responded to the children's growing interest and opened the interest to others by making a 'curriculum decision' or 'intentional teaching' plan to offer creative activities linking to the interest of music (EYLF, 2009). In doing this I successfully allowed new members to explore the interest, encouraging the participation of all children (EYLF, 2009). Making the shakers attracted participants who were not interested in our initial interest exploration. It became a hands on sensory exploration, measuring exploration and an explorational experiment in sound. 

  

After exploring the shakers in a teacher led music experience (me an my ukulele), the children found new and novel ways to explore the shakers in the outdoor and indoor environment. I wanted to see what the children with do with them once my direction and guidance took a back seat. Would it result in them making music? What new ares would they explore? Some colleagues were cautious about allowing the children to continue use, thinking that the experience was over and that meant it was time to collect the shakers and remove them from the environment. This would have had a negative effect on the children's exploration. I wanted to find innovative ways to 'encourage achievement' (Hattie, 2005). Innovation enhances achievement, especially when the seed/interest come from the children. 

It is our role as educators to encourage the children's innovated ideas and interests to grow. Like gardeners, we watch, we nurture, we give support, we feed. Like scientists we document, record and explore how our teaching impacts play and inspires the children to grow!  

References

Epstein, A. (2007). The intentional teacher. Choosing the best strategies for young children’s learning. 

                        Washington, D.C: NAEYC. EYLF. (2010). 

EYLF. (2009). Early Years Learning Framework: belonging, being & becoming: for Australia. 

                             Canberra: Dept. of Education, Employment and Workplace Relations for the   
                             Council of Australian Governments. Relations for the Council of Australian  
                             Governments. 

Hattie, J. (2005). What is the nature of evidence that makes a difference to learning? Using 

                        Data to Support Learning Research Conference 2005, 

                        University of Auckland

Walker, K. (2013). The Natural Affinity of Play and the Development of Knowledge.

2. Encouraging the 'seed' to 'sprout': Intentional teaching.

Will the seed sprout? Will the interest evolve?

Once an established interest has been recognised, one needs to find out whether it will grow. As an educator I was curious as to how interested in music the children were. 

The children were happily exploring their outdoor environment. Not wanting to disrupt or remove the children from the activity they were doing, I simply sat in the outdoor play environment and began playing my Ukelele. This gained the attention of a number of the children. I had used an intentional teaching strategy, 'deliberate, purposeful and thoughtful', to captured participants in a semi-structured play event that had 'opportunities' that 'supported' the children to 'learn in a safe, fair, just and equitable experience'(EYLF,2010:30).

  

What began as a small child based interest soon grew into a room interest. The seed had sprouted. As an educator I had to make a choice about my teaching strategy. I had no intentional teaching planned outside of sitting outside and strumming my Ukulele and seeing what would happen. We then sang and danced. The experience resonated with the children because I was sharing something I 'enjoyed doing' (Csikszentmihalyi, 2002:34-35). Immersing myself in this simple moment of intentional teaching allowed me to discover the 'hidden opportunities for action' (Csikszentmihalyi, 2002:91). I introduced tapping sticks, dance and movement and the children responded to ante being upped. 

    

The seed was growing. It was sprouting fast and it was all due to  recognised child interests, a creative pondering, a small moment of intentional teaching. The children helped guide what songs we explored. By being open, 'focused and flexible', the play/learning experience became an inspiring journey for both the teacher and the children (Csikszentmihalyi, 2002:93). The children were showing a growing interest in musical instruments. They explored cause and effect as I shared my Ukulele. They were turn taking and socially exploring. Using my 'Reflective Questions for Future Planning', It was time plot how I could feed this established curiosity.      

Next time: Feeding the seedling: where to go next.

References

Csikszentmihalyi, M. (2002). The flow of creativity. Creativity: flow and the psychology of 
                        discovery and invention. New York: HarperCollinsPublishers. 

EYLF. (2009). Early Years Learning Framework: belonging, being & becoming: for Australia. 

                             Canberra: Dept. of Education, Employment and Workplace Relations for the   
                             Council of Australian Governments. Relations for the Council of Australian  
                             Governments. 

EYLF. (2010). Educators belonging, being & becoming:the early years learning framework for Australia. 

                             Canberra: Dept. of Education, Employment and Workplace Relations for the   
                             Council of Australian Governments. Relations for the Council of Australian  
                             Governments. 

Walker, K. (2013). The Natural Affinity of Play and the Development of Knowledge.

1. Finding the seed: engaging in the natural affinity of play.

'First step to support the attainment of deep knowledge is to find a seed, an interest.'
 - Kurt Walker, 2013 

How do I know where to direct a child and their learning? Watching and observing them in play and exploration throughout the learning environments can alert us to a 'seed' that is waiting to bloom (Walker, 2013). A 'seed' is an identified interest observed during children's play. Play is where children really explore things in naturally curious ways, unspoiled by adult direction. By delicately positioning yourself in play you can become involved as a co-learner. By asking questions and following child gestures, they can teach you what it is they desire to explore. As an educator and play practitioner it is important I am attuned to children’s thoughts and feelings. My role is to use this to develop a supportive environment ensuring in the development of a strong sense of wellbeing for children (EYLF, 2009:12).

   

Froebel believed play was the deepest chapter in the child’s operation, thus he considered it to be a spiritual activity (Dockett & Fleer 2003:12). Through setting an accessible play area, the children were able to continue the exploration of their interest further, allowing us as co-learners to observe whether the 'seed' will 'sprout' and grow. The question we then need to ask is how can we support this curiosity and nurture it further?

Vygotsky (1978) believed that play inspired children to reach above their own capabilities and every day behaviour. How far beyond depends upon the environmental support children have in all aspects of their life. Children explore every day through role play, imaginative play, functional play and constructive play, being and enjoying learning (EYLF 2009:15). It is our role as educators to instil young minds with a passion for learning. 

To find the seed you need to engage in the children's play. Observation and documenting conversations can be a real helpful tool in guiding your daily practice. It will allow you to devise and plan your delivery of the content to link to the children's curiosities. This intern makes the learning easy to connect with for the child, and makes your role as a teacher much more creative, invigorating and rewarding. 

Next time: Encouraging the 'seed' to 'sprout: Intentional 

           teaching. 

References  

Dockett, S., & Fleer, M. (2003). Classical Theories of Play. Play and pedagogy in   

                           early childhood: bending the rules. Southbank, Vic.: Thomson. 

EYLF. (2009). Early Years Learning Framework: belonging, being & becoming: for Australia. 

                             Canberra: Dept. of Education, Employment and Workplace Relations for the   
                             Council of Australian Governments. Relations for the Council of Australian  
                             Governments. 

EYLF. (2010). Educators belonging, being & becoming: educators' guide to the 

                             early years learning framework for Australia. 

                             Canberra: Dept. of Education, Employment and Workplace 

                             Relations for the Council of Australian Governments. 

Walker, K. (2013). The Natural Affinity of Play and the Development of Knowledge.