Intentional teaching

To be an intentional teacher means acting before you act/ interact, as suggested by Ann Epstein. 

intentional teaching is an effective teaching strategy in the early childhood education, strongly recommended in New Zealand, and Australia Early Years learning Framework specifically requires teachers to play an intentional role in children's learning.

Teachers have an active role in young children's learning and that they should always be purposeful.  

An effective teacher should be able to recognise and respond to learning opportunities initiated by the child, in every day routine, in planned activities and unexpected situation. To engage and extend children's learning, teachers have to first decide what they want the children to learn, which is what Epstein calls intentional teaching.

Whether it is a child-initiated or teacher-initiated interest, the teacher plays an active role to support the growth and development of the child with specific learning goals in mind. Definitely, children must have opportunities to follow their interests. So, to support children's learning in child-initiated activities, the teacher play can provide materials, make sure sufficient uninterrupted time is allowed, etc., while letting the child actively experiment with materials and ideas, or make connections on his own and through interaction with peers, which will motivate the child to solve problems on his own. On the other hand, when the teacher is aware that there is knowledge that children need for future learning, she have to engage children with meaningful learning activities or experiences, as children cannot create a system of knowledge, such as letter names, on their own.

Just share one of my teaching stories here.  I noted a child’s skills and interest in making a Ben 10 watch; and his clarity in using verbal language to explain and give instruction. So, I created a book showing how to make a Ben 10 watch step by step with a child who demonstrated a strong interest in the television series, like a number of boys in the kindergarten. Also, I take into consideration the parent’s concern about readiness to school, and that literacy and numeracy are the key areas to work on at primary. 

I make sure learning can be integrated through the "publishing" and using the Ben 10 book, which will support learning in literacy and mathematics (representing verbal instruction in print; numerals to indicate the sequence of the process). The making of the book is meaningful to the child and reflects his home experiences. Also, it is responsive to the family’s aspiration; and is guided by the need for smooth transition to school, as the boy is nearly five. 

In this situation, the book making highlights contribution from the child, promotes wellbeing and communication skills of the child, and facilitates further exploration of various ways to create and construct a watch. I put the Ben 10 book in the kindy library, alongside other "proper" books. It seems not only that child but also other children show great interest, and they refer to the book to solve problems, learn to follow instructions, and use materials creatively.  I think book making is an effective teaching and learning strategy, which promotes the development of skills, knowledge and positive learning dispositions.

Programme Planning - Part 2

Programme planning should usually begin from observations of children's interests, strengths, needs and behaviours. Last week, I talked about how New Zealand teachers referred to the national curriculum, Te Whaarik in planning for an interest in plants and planting during a change of season from spring to summer. The whole team, in particular the older teachers, felt excited about this planning, as we watched the learning unfolded. Unlike what the team usually did before, this time we simply implemented a couple of activities to prompt and "provoke" further investigation on the topic of interest, meaning the teachers were learning alongside with the children; together we found challenges, set questions and found solutions.

To a certain extent, it's like the emergent curriculum and the project approach, as we used the children's voices and responses to plan for additional learning experiences to throw further light on the topic of interest. We were guided by Te whaariki which specifies that the starting point of learning is the learner and the knowledge, skills, and attitudes that the child brings. However, we did more than let children learn through own exploration and reflection.  The teaching strategies employed by us acknowledged some of Te whaariki's guiding principles and strands: Empowerment, Family and Community, Relationships, Belonging, Communication and Exploration. As such, we interwove children interests and teachers' aspirations in programme planning.

As a result, the interests in plants and planting evolved into a complex projects over a term. On the wall, we documented the learning experiences, children's voices and how they led to further investigations. The documentation was frequently updated and meant for parents and children, illustrated with lots of photos. We took advantage of the drop off and pick up times to have meaningful conversation with parents by referring to the wall display. We encouraged children to look at the photos and reflected on their learning, and we listened always and thought about what to do next. It's about empowering children and involving parents.

To acknowledge the critical role of reciprocal and responsive relationships for children with people, places and things in their learning, we brought a florist in to work with us, after we saw some children picked flowers from the garden and put them in yoghurt pots. We organised a working bee with parents coming in to build a vege patch, as a child commented that he grew his own strawberries.  A proud achievement was "publishing" a book with the children about how to plant the seed. We showed the children step by step photos of their planting activity, and then asked them to recall and talk about what had happened. We typed up their words and published them in a photo book via  www.snapfish.co.nz. It costed us $50, not cheap but parents were really impressed. It promoted verbal language and literacy.

Though Te Whariki has been criticised for setting out big visions and principles but not specifying teaching strategies to support the teacher, but I think it provides sufficient guidance for teachers to exercise their professional knowledge in programme planning. Also, New Zealand requires nearly 100% qualified and registered teachers in a centre, so teachers are knowledgeable and professionally confident to bridge the gap between the curriculum document and teaching practice. Note that the Australian curriculum document does indicates teaching strategies for the best practice, such as using intentional teaching and adopting a holistic approach. Probably, they have learnt from the criticism of the New Zealand's curriculum?

Programme Planning - guided by the EYLF

New to Australia, so after reading the latest Australian NQS PLP newsletter regarding programme planning, I am itched to share a planning story to illustrate how my colleagues in New Zealand notice, recognise, respond to children's interests in our planning. Click this link if your are interested in how Kiwi teachers plan within their curriculum framework. 

One late Spring and early Summer, children of my kindy kept bringing in flowers and seasonal fruits, like strawberry and cherry, from home for show and tell. My team had a few discussions about how to recognise children's obvious interest in flowers? the season? gardening? or was it about something else? Yes, usually the teachers would dig deeper instead of  just labeling an interest.

We decided to go back to the children to find out more information. At mat-time, we had a conference with the children, asking what they know about fruits and flowers. While the children talked, a teacher recorded the ideas on the whiteboard and another teacher prompted for more details. Probably the children noted that their opinions were valued, many ideas were expressed, ranging from flowers are beautiful, fruits are delicious and juicy, helping Mum and Dad in the garden to grow strawberries and so on. Based on the children's voice, the teacher pulled out the curriculum document, Te whaariki and picked out some principles, learning outcomes and goals to work on. 

NQS PLP  newsletter - Quality Area 1 reminds educators very specifically that a learning framework needs to guide all aspects of pedagogical decision-making and everyday work. That means thinking about belonging, being and becoming, the Principles, the Practices and the Learning Outcomes in the EYLF.

Eventually, we agreed to work on the strands of Communication, Belonging, and Exploration. As New Zealand's curriculum takes a socio-cultural approach, so we planned about what to teach and how to teach with reference to the Curriculum, with our aspiration that the children will become a confident and competent learner, communicator and develop a strong sense of belonging.

The children’s ideas are an important source of curriculum but only one of many possible sources that reflect the complex ecology of their lives.’ (Jones, Evans and Stritzel, p. 5)  - NQS ELP newsletter

Rather than setting out a list of learning activities for a specified period of time, the teacher decided on just a couple of initial learning experiences to 'provoke' children to develop their interest and knowledge. 

NQS PLP - Planning the program is more than completing documentation that is displayed on a wall (or in a journal) outlining what will happen this week/ fortnight.

First, it's making fruit kebab. Children were asked to bring a piece of fruit from home, and then cut them up, put them in one bowl for everyone to thread onto a skewer. The teacher took advantage of the teaching opportunity to slow down the process, talking about the aroma, colour and texture of the fruits; a bit of vocabulary like pip, stone, and core...At the same time, the teachers kept their ears open and listened actively for the next step in planning the programme. Conversations included  the difference between mandarins and oranges; they noticed that fruits 'usually' have seeds in a variety shape and size, but what about banana? Afterwards, the teachers documented the activity and summarised the topics raised for the next step for learning, leading to still life drawing of fruits including mandarins,  researching on computer about fruits, displaying non-fiction books about fruits and fruit trees. As parents were involved in sending fruits from home, at pick up time, the teachers further included them in the fruits investigation by asking them to talk about the fruit kebab at home.  One parent was surprised her girl actually ate kiwi fruit as she did not like it. Another parent said her boy did not eat fruits and only drink juice, leading to fruit juice making at kindy, when we also studied fruits vs vegetables, as the boy's special juice had carrot in it! What a nice to way to appreciate the diversity of eating habits.

Second major activity was growing seeds, sunflower seeds. Before the activity started, we talked and discussed first, while all the materials, like soil and seeds were kept away. The children were so used to conference that they felt free to express their views, ask questions and listen to each other. These competent communicators contributed what they knew about planting, so they said: we needed dirt/soil, rain (water) and the sun (moon as well as plants grew at night). 'Seeds from the Warehouse (a popular shopping place in NZ), of course,' said a child. Afterwards, the teachers arranged a series of learning activities to tease out their ideas, such as planting seeds on cotton wools without soil, collecting seeds at lunchtime from grape, avocado, and apple in their lunch box,  and trying to grow them. 

NQS PLP -In addition to experiences that help children progress toward the broad goal or learning intent, educators plan for:
ƒmaterials are displayed in inviting and accessible ways for children to choose and extend their interests... there is a balance between active and quiet experiences... specific resources to follow up individual children’s interests are available... experiences that build on children’s interests... 

Also, when the teacher gave instruction about putting soil on top of a seed, a child reasoned that 'so birds can't see it and eat it.' As the voice of the child is most valued in programme planning, the teacher provoked the child to think what else did the bird eat; what about a smart bird did find the seed and eat it, leading to the next lots of investigation on computer; the scarecrow project, and the bird feed project. The initial planting and the follow-up activities were documented and displayed on the wall, highlighting the child's voice and teachers' interpretation and reflection, which informed the parents about what and how learning happened here, as well as why the teachers plan in such way. The outcome was wonderful, and well informed parents also contributed by suggesting that once the seeds grew into seedlings, they needed to be replanted in the garden as the pottle of soil could no longer sustain the growth; seedlings needed space and so on. 

NQS PLP - According to the Guide to the National Quality Standard, ‘Planning involves observing, gathering and interpreting information about children to inform the preparation of environments and experiences that engage them and are meaningful for them. It also involves reflecting on and documenting children’s experiences and learning’ (p. 22).

Enough writing for the day. I'll unpack this planning story in more details next week.

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      Want more planning stories, click this link, it is fun to read.
    
    
  
  

Computer gaming for young children

Lately, I came across Carol Marks' article discussing about teachers' attitudes towards gaming on computer. Personally, I consider computer and other digital devices as the learning tool rather than for entertainment. So, I usually say 'no' when my kindy children asked to play game on computer. I think most early teachers are doing the same. Similarly, Jo Colbert acknowledges the possible benefits of gaming, but she is not keen to be involved  in gaming in early childhood context. Carol Marks also noticed that ECE teachers only allow those games which they think are appropriate for learning, but not games with no obvious literacy or numeracy learning, such as car racing games.

However, learning is embedded in a social context. From Marks' observations, She discovered that children are actually learning in everyday computer gaming, as they develop leadership when sharing their knowledge and skills in gaming with the less competent peers. In addition, gaming enhances social development as the children learn to take turns and build relationships. So, have we, as early childhood teachers been taking gaming seriously?

When Anne Grey talks cybersafety, she points out that using ICT devices has become a normal part of young children's daily experiences. On the same note, gaming on computer at home has also become a common form of entertainment of young children.  Once, a child asked me to let him use the kindy laptop for gaming. I said the laptop was supposed to be for researching and 'learning' (how narrow my view of learning!) I tried to discouraged him and said I did not have games on my laptop, but he confidently instructed me to go to Safari and type in 'www.Lego.com'. How knowledgeable he is!

In early childhood centres, gaming is usually restricted to certain periods of time, or as a reward. Sometimes, a timer is used to facilitate turn-taking, in order to make sure it is fair to everyone, so everyone has a chance. When the time is up, the child has to move over... essentially the child is forced to abandon what he is working on. However, for art or other traditional 'learning activities", the teachers usually let the child continue with his project over a long period of time, even actively remind the child to revisit his work again on the next day.

Ponder this:
Do you play computer games? Do your children at home play computer games? Do you allow children in your early childhood centre play game?