Looking at the world through the eyes of a child what captures their interest and piques their curiosity? How do we as educators tune into children’s inquiry when we are developing curriculum or creating environments in early years settings? Are you thinking about developing spaces that foster a sense of wonder, exploration and discovery of materials?
As educators, understanding how to observe and engage with children at play is a foundation of our daily practice. Documenting the incredible learning encounters that surround us needs to be a priority in early childhood programs.
One of the most pivotal times in my career as an educator occurred when I was the Director of a small Preschool program. During this time, I discovered the profound effect inquiry-based learning can have on young children.
Responsive curriculum highlights children’s interests, thoughts, and ideas. The invitations, learning encounters, and environments we put forward in childcare settings are inspired by educators’ observations. Are we supporting children’s ongoing development and meeting the needs of each individual child in multiple ways within our programs? This is a question we need to be continually asking ourselves as educators as we reflect on our own daily practice. As I look back on learning encounters I had alongside children regarding observation and curriculum, I realize how important it is to share this knowledge with others to support their journey in the early years sector.
Are we supporting children’s ongoing development and meeting the needs of each individual child in multiple ways within our programs?
One spring, when the flowers in a nearby garden began to bloom, the children noticed a group of butterflies feeding on the nectar in the flower blossoms. The children were captivated by the different sizes of the butterflies, the variety of colours and how they flew from flower to flower gracefully.
After observing this interest, we began a butterfly investigation. I invited the children to draw butterflies on overhead projector transparencies and we embarked on a group project of creating large scale butterflies. First, the children drew butterflies that they had seen in the garden on the transparencies, and then they worked together to trace the butterflies on to large mural paper. They cut the shapes out, painted each butterfly and then we stuffed the butterflies with the scraps of paper that were left over from cutting them out.
Once all the butterflies were completed, we hung them from the ceiling. The children enjoyed lying on the carpet looking up at these magnificent butterflies, sharing stories of the process of learning that had taken place, and recalling the adventure we had together that was inspired by the children’s interest in the butterflies.
Discovering ideas and information alongside the children helped create ways to extend the learning
All the incredible dialogue, connection, critical thinking, turn taking, information sharing and decision making that was going on during the creative process was very motivating to me as an educator. Discovering ideas and information alongside the children helped create ways to extend the learning. Seeing the children making choices as a collective group while working on this project was an amazing process to witness.
This approach creates a sense of belonging for children and their families, providing representation for the children individually, as well as fostering community connections within early years settings.
As educators, we form our own personal teaching philosophies from our life experiences including our education in the sector, the experiences that we have, and the people that we meet on our journey and the ongoing learning that we pursue as individual educators. I began to challenge myself more regarding what I was presenting to the children each day.
I spent more time on observation and focusing on their interests and paid special attention to how I was setting up invitations. The result was engaged children who were bubbling over with questions and ideas, eager to try new things with innate curiosity. I was engaged as an educator. Looking forward to new experiences each and every day that presented themselves while working in the early years sector.
Remember to be present be in the moment. Take note of, and actively participate in, the amazing learning encounters that we are surrounded by each and every day as Early Childhood Educators.
By Julie Hansen
Inspired ECE
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