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.