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.