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'Drought makes my mummy sad.'
This statement came from a four-year-old boy participating in a group discussion about the weather. While other children talked about the balmy sunshine, his comment reminded us that the drought was indeed as much an emotional issue as a meteorological one. Listening carefully and taking this comment as a cue for further research provided a rich opportunity for conversations and investigations that were both challenging and relevant.
This four-year-old's provocative statement resulted in a program which began with a sense of resignation about our dwindling water supply and developed into active engagement in learning more about water and our role in its conservation.
The water cycle became a pivotal focus for our learning program. The children shared their developing understandings with families, who made their own contributions to the evolving discussion through a water-usage questionnaire and an invitation to apply for a government-sponsored water tank for the playground. Rules for water play in the garden changed, as did the casual approach to water usage in the bathroom. We started to look forward to rainy days, and muddy puddles—always a favourite for satisfying splashing—became a real cause for celebration.
The project
The impetus for our research project came from the raw emotion of that first statement. It had caught us all somewhat off guard. We can sometimes fall into the trap of believing that young children and adults exist in separate worlds. But children are active members of our societies' social and cultural contexts as well; and community concerns about local, national and global issues impact them too.
Weather and climate change, in particular, are immensely important issues—so much so that some might feel turning off a tap or collecting rainwater in a bucket has little to do with finding a solution to ongoing drought. But, for young children whose present and future worlds are changing so rapidly, it is reassuring to take small steps, hand in hand with caring adults who respond thoughtfully to their concerns.
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Following the lead of children is a meaningful way of learning with children. It is a strategy embedded in interactive teaching approaches—methods which rely on thoughtful educators who listen carefully to children and who respond respectfully to their questions, statements and concerns. It is a powerful approach because it uses child-generated ideas as the catalyst for learning, ensuring that children are already interested and motivated in their inquiries.
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Educators who adopt an interactive teaching approach begin by finding out what children already know about a topic and then provide resources, learning opportunities and further information to build on existing concepts. Once initial ideas have been recorded, educators reflect on what children have said and then decide on how best to continue supporting their thinking and learning.
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Starting with children's ideas can sometimes be challenging for educators who may not feel they have the prerequisite knowledge to provide learning experiences which will extend children's thinking. Some questions are difficult, but knowing the 'correct' answer isn't always necessary to create productive and fulfilling investigations. What is necessary is a willingness to pursue knowledge as needed, and an enthusiasm for working with children to reach satisfying conclusions.
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The value of documentation
Documenting learning processes is very important when following the lead of children. Documentation provides a vehicle for recording what has been achieved and for reflecting on the thinking processes that have been engaged. It can take the form of transcribed conversations, samples of children's work, digital photography and records of educators' comments.
Families can be invited to contribute to the documentation and, while some may not take this opportunity, most will be enthusiastic about keeping up to date with how their children's investigations are progressing. Children enjoy revisiting their work, and documentation provides a powerful medium for looking back to see where they started and how far they have progressed.
Documentation is an ongoing process and requires careful attention to context, interactions and developing relationships. Educators can work with children to develop strategies for recording work as it progresses and, as this collaboration unfolds, educators have the opportunity to discover more about how children are thinking. This requires careful listening; as children reflect on work already accomplished, their conversations may suggest ideas for where future work might progress.
Sometimes children's leads are couched in subtle references to issues that might be confusing them. For example, during our investigation into drought, one child was overheard saying, 'My tap has a drought but it still works.' The sensitive teacher who recorded this comment made it a focus for discussion at the next group meeting. Children were able to share their thoughts about how this seemingly contradictory situation could occur and the teacher could provide additional information about the water levels in the local dam. Many potential leads for further investigation can be uncovered during such moments of close interaction.
As educators record and reflect on the work they have been involved in with children, they have the opportunity of evaluating their teaching practices. Documentation is a powerful record of events, and revisiting this work provides glimpses of how educators have supported children's thinking and responded to their leads. Sometimes it is only when writing observations or transcribing conversations that we notice how important or pressing an issue is. And it may only become apparent, when educators revisit their work and critically reflect on the ways they have responded to children's interests or concerns, whether teaching strategies are working as well as expected.
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Following the lead of children is a challenging way of working with them. It demands that educators are responsive to both overt and subtle cues given by children about what interests them and, sometimes, this means letting go of predetermined ideas about program content and direction. But the benefits are plentiful: when children's interests become the focus for investigation they are motivated to learn.
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Finding out where water comes from and how best to use it wisely became a very worthwhile program for our learning community. And, as we wait in hope for winter rains, at least we'll know we're doing the best we can to save the water we have.
Carmel Richardson
Teacher and researcher
Wiradjuri Preschool Child Care, ACT
Carmel.Richardson@canberra.edu.au
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Adults and children learning together contains dozens of fantastic ideas and examples that demonstrate the value of listening carefully and sensitively to children, as the basis for shared learning. To order, or to find out more visit www.earlychildhoodaustralia.org.au/sund192 or freecall 1800 356 900.
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