Discovering Depth: Planning with Children’s Interests, Concepts and their Theories

In the realm of early childhood education, the phrase "responding to children’s interests" reverberates widely. It’s often expressed as a strong statement of belief, a reminder to attune ourselves to children’s curiosity. Yet, this point of view prompts a deeper inquiry — responding to what, precisely, and why? There exists a risk within this approach, an ambiguity, that may lead to a lack of focus, clarity, and depth in the learning process.

To truly understand and engage with children’s investigations, it’s essential to look beyond their immediate actions and delve into their thoughts. This requires a framework that allows us to peer deeper into the underlying concepts and theories shaping their play and research.

 

Consider for example, a child engrossed in play involving airplanes. Beyond the superficial observation lies a rich tapestry of potential concepts — journeys, change, sequence, or storytelling. Similarly, construction play with dinosaurs might evoke concepts of power dynamics, hierarchy, or even notions of time.

Besides identifying ideas and theories in children’s play, teachers can introduce a concept as a focal point for exploration. Beauty found in nature could be a focus. The journey begins by identifying potential entry points that resonate with your unique group of children at that particular moment in time. Documentation emerges as a pivotal tool in this endeavor. It aids in the systematic collection of information, prompting educators to pose questions (depending on the learning proposal) such as:

 

·      What are the children’s perceptions of beauty?

·      Which natural materials are they drawn to?

·      What connections do the children establish during these explorations?

Interrogating this gathered data with our peers fosters dialogue and allows for multiple point of view. It’s a space where educators can contemplate how to deepen children's investigations or challenge their theories.

In a recent conversation with an educational team in Hong Kong, an intriguing question surfaced: What concepts tend to naturally emerge within the realms of 3, 4, and 5-year-olds? Such inquiries spark reflections on concepts that might provide valuable threads for interconnecting curricular elements based on what often captivates children’s attention.

Zooming out of the immediate context provides a lens of clarity. It’s a vantage point that allows us to see the broader tapestry of concepts and theories intersecting within children's interests. This panoramic view illuminates potential pathways for meaningful educational connections.

 

In the intricate dance between interests and concepts lies the heart of responsive intentions in childhood education. It’s a delicate choreography that seeks to honor the authentic inquiries of young children while providing scaffolding that invites deeper exploration and understanding.

How do you look beyond what children are doing?

What concepts do you see often emerge in your context?