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.