What strategies can you use to encourage and provoke childrens exploration?
Intentional teachers need to have a range of pedagogical strategies and tools from which to select, moment by moment, to meet their intentions for children’s learning. Some of these strategies are very subtle and used very intuitively. They highlight that being intentional can involve simple yet thoughtful action, rather than detailed preparation. Here we provide a list of strategies and suggest a some of the intentions that they may support. Show
Intentional environmentsPositioning materials Positioning materials involves creating an intentional environment by placing specific objects in relation to each other or to people. You might put materials together that are not usually combined (such as clay with wooden blocks), or you might suggest a particular activity by what you put together (a picnic set; toy dogs, ropes and blankets; cut flowers, vases, scissors and string). Position materials intentionally to:
Collecting materials Collecting or gathering things together might be performed by children and/or teachers. Making groups of objects available can afford certain kinds of play. Use collections intentionally to:
Documentation and display Documentation can be created to provide children with a written or pictorial record of previous experiences and learning that can support them in revisiting or extending that learning. Use documentation and display intentionally to:
Scheduling time Time can be intentionally scheduled in order to prioritise and extend particular learning activities, as well as to make time for planned and intentional experiences and interactions. Use scheduling intentionally to:
Intentional teaching interactionsEncouragement Encouragement involves reassuring and supporting a child when they are having difficulties. The best types of encouragement and praise are very specific. Use encouragement intentionally to:
Facilitation When you facilitate children’s learning, you make the learning process easier for children through the thoughtful use of equipment, time, materials, space, people and interactions. Use teacher facilitation intentionally to:
Positioning oneself Positioning yourself can also be highly intentional. You can place yourself near individuals, groups or objects in ways that support children’s learning and enable active engagement and interactions that involve listening, describing, and questioning. Position yourself intentionally to:
Grouping You might intentionally think about grouping children, deciding how and when to bring children together to assist their learning, for activities such as group discussion and collaboration. Use grouping intentionally to:
Listening Genuine listening means paying attention to children, concentrating on and thinking about what they are saying as well as what they are showing you through their non-verbal communication. When conversing with children, it helps to wait a few seconds before responding, as this helps children realise their comments are taken seriously and enables you to really think about and understand their words. Use listening intentionally to:
Description Describing as a teaching strategy is about using words to help children notice or picture how something or someone looks, feels, sounds, tastes or moves, and can support children to see increasingly more complex and detailed distinctions between people, places and things. Use description intentionally to:
Modelling Modelling involves presenting children with examples (models) of the dispositions, actions, attitudes and values which are valued in the setting and community. Use modelling intentionally to:
Demonstration Demonstrating involves modelling a task, breaking it down into steps and using clear, unambiguous language to describe your actions. Demonstration is most successful when it is brief and children are provided with plenty of opportunities to practise. Use demonstration intentionally to:
Questioning Questions are used to seek information or an increased understanding about something or someone. Open questions find out what children are thinking about and how they make sense of the social and natural world. Use questions intentionally to:
Suggestion Suggestion means to offer children advice, ideas and recommendations about what to do next. It is optional for children to follow the suggestion or not. Use suggestions intentionally to:
Telling or instructing Telling or giving instruction involves using a verbal account or description to explain to children what is happening or what should happen. This strategy allows little opportunity for children’s participation, but it can support learning in specific situations. Use instruction intentionally to:
Prompting recall You can ask children to recall or remember something by asking ‘What happened when you tried that?’ or ‘What do you remember about…?’ These questions are most effective when they help children to meet their own goals, or when children have a high level of interest and enjoyment in the topic or experience. Use recall intentionally to:
Feedback Feedback involves providing information (before, during and after an experience) about that experience, which can be either verbal (a comment on how the child approached the task) or non-verbal (a smile to show appreciation of the child’s efforts). Feedback encourages children in what they are doing as well as providing pointers about what to do in the future. Use feedback intentionally to:
Scaffolding Scaffolding involves helping a child to become more competent in a task by offering temporary guidance and support. It draws on a combination of teaching techniques including questioning, encouraging, prompting recall, describing, suggesting and modelling. Use scaffolding intentionally to:
Shared problem-solving You might intentionally work with children to try to solve a problem together. This will involve shared attention and shared understanding, or intersubjectivity. Use shared problem-solving intentionally to:
Co-construction Co-construction involves forming meaning and building knowledge about the world in negotiation with children. It emphasises listening to and understanding the meaning of objects and events for children, rather than on transmitting facts about those objects and events. Use co-construction intentionally to:
Further ReadingMcNaughton, G., & Williams, G. (2004). Techniques for teaching young children: Choices in theory and practice. Frenchs Forest, NSW, Australia: Pearson Education Australia. PREPARED FOR THE EDUCATION HUB BYDr Vicki HargravesVicki runs our ECE webinar series and also is responsible for the creation of many of our ECE research reviews. Vicki is a teacher, mother, writer, and researcher living in Marlborough. She recently completed her PhD using philosophy to explore creative approaches to understanding early childhood education. She is inspired by the wealth of educational research that is available and is passionate about making this available and useful for teachers. Intentional teaching using the practice of sustained shared thinkingKey insights from the webinar with Associate Professor Sue Cherrington and Dr Tara McLaughlin Intentional teaching and investigationsKey lessons from Anne Meade and Meg Kwan on designing an authentic, local curriculum Intentional teaching and investigations; Daisies part twoDiscover and learn about intentional teaching through the investigation process. Hear examples of investigations at Daisies, and what helped them flow Intentional teaching and sustained shared thinkingSue Cherrington and Tara McLauglin discuss how ECE teachers can be intentional in their teaching, with a particular focus on the concept of sustained shared thinking. How can we encourage children to explore their environment?Provide stimulating, interesting, and engaging materials.
Different types of materials encourage different types of exploration. For example, sand, water, plastic cups, blocks, and frozen paint sticks invite children to investigate in different ways.
What are some ways to encourage children the opportunity to play?Here's how:. Praise her play. Chances are that your child already engages in some amount of free play every day. ... . Offer open-ended toys. “The simplest toys allow for the highest creativity,” says Dr. ... . Cut back on extracurriculars. ... . Invite the neighbors. ... . Set screen limits. ... . Let him get bored. ... . Be realistic. ... . Teach by example.. What strategies will you use to engage the children and maintain their interest?Strategies for practitioners to consider when engaging children. A strengths-based approach.. Child-friendly scheduling.. Time and patience.. Physical environment.. Spoken and written communication.. Developmentally-appropriate explanations.. Non-verbal communication.. Play, creativity and imagination.. What strategies could you use to support children's development and learning in this important area?12 Strategies to Motivate Your Child to Learn. Develop an atmosphere of reading. ... . Put your child in the driver's seat as much as possible. ... . Encourage open and sincere communication. ... . Focus on your child's interests. ... . Introduce and encourage different types of learning styles. ... . Share your enthusiasm for learning.. |