Tag: EYLF theories

What If Education Isn’t as Neutral as We Think? How Critical Theories Transform Early Childhood Curriculum

~ Storykate ~ Leave a comment

In early childhood education, what if the activities, toys, and even the classroom colours we choose aren’t as neutral as they seem? What if they’re subtly shaping children’s minds, sending hidden messages, and reinforcing societal norms? According to critical theorists like Paulo Freire and Jurgen Habermas, educators need to stay critical to all these hidden influences, including their own biases. In the context of critical theory early childhood education, examining and challenging these implicit assumptions, educators have the power to create truly inclusive and democratic learning environments, which are aligned with the EYLF.

I first learned about critical theories at Moscow University, back in the ’90s, as we had to study Jurgen Habermas’s philosophy. The second chance to familiarise myself with critical theory emerged at Monash Uni, as I was getting my second – early childhood teaching – degree. The lectures and this book by Glenda McNaughton changed not only the way I teach and plan curriculum but how I think.

Drawing from influential works such as Pedagogy of the Oppressed by Freire, Programming and Planning in Early Childhood Settings by Arthur et al., and Shaping Early Childhood Curriculum by Glenda MacNaughton, I will explore how these theories empower teachers and early childhood educators to break free from traditional practices and transform early childhood education into a space where every child’s voice is heard. You will discover how you can disrupt the status quo, question taken-for-granted practices, and create a more just and engaging classroom for children.

Understanding Critical Theory in Early Childhood Education

So, what is critical theory, and how does it relate to early childhood education? Critical theory challenges ingrained societal norms and questions how these assumptions affect learning. In the context of early childhood, critical theory empowers educators to examine and reshape educational practices to be more equitable and inclusive. This approach recognises children as active participants in their learning, rather than passive recipients of information, and it encourages teachers to question how everyday practices and structures affect children’s experiences.

Arthur et al. (2017), in Programming and Planning in Early Childhood Settings, discuss the need for educators to consider the hidden values embedded within their curriculum. Through the lens of learning theories in education, particularly critical theory, educators can better understand how classroom decisions, like room setup or choice of materials, implicitly communicate societal norms. By examining these hidden elements, educators can begin to create environments that honour children’s agency and celebrate diversity, aligning with the EYLF’s goal of recognising children as competent, involved learners.

My more in-depth video on critical theory https://youtu.be/fMTPGKuamNc?si=LFqg4v_eXo4WVUpN

The Hidden Curriculum

The concept of the “hidden curriculum” underscores how unspoken assumptions in teaching frameworks influence children’s learning experiences. The hidden curriculum reflects broader social values, subtly shaping children’s perceptions and understandings of the world. In Programming and Planning in Early Childhood Settings, Arthur et al. (2017) describe how aspects like classroom dĂ©cor, the arrangement of furniture, and even toy selection can carry implicit messages about power, gender roles, and socio-economic status.

I will give you an example of it.

A common example of the hidden curriculum in early childhood settings, as discussed by MacNaughton, involves classroom displays and activity setups that reinforce gender roles. For instance, many classrooms may have distinct play areas like a kitchen set typically stocked with “domestic” toys (dolls, dishes, play food) and an engineering or construction corner filled with blocks and toy tools. Teachers might unintentionally encourage girls to play in the kitchen area and boys in the construction area, subtly reinforcing traditional gender roles.

Though this setup may seem innocent or even typical in early childhood classrooms, it can communicate messages about what kinds of activities are “appropriate” for each gender. This scenario exemplifies the hidden curriculum, as it unconsciously shapes children’s ideas about gender-specific skills, interests, and identities, potentially limiting their sense of what they can explore and achieve.

Educators can work to create more inclusive learning environments. For example , add more diverse toys in each area and encourage children to explore all stations, regardless of gender, challenging stereotypes and promoting a more equitable classroom dynamic.

Critical theorists, including early childhood theorists like Glenda MacNaughton, stress the importance of understanding these hidden influences. By acknowledging and addressing these aspects of the curriculum, educators can take the first step towards creating more equitable learning environments. MacNaughton (2003) in Shaping Early Childhood Curriculum highlights how recognising these underlying influences allows educators to make choices that promote more inclusive, child-centred values. This approach ensures that education serves as a tool for liberation rather than oppression.

Paulo Freire’s Philosophy of Education and Critical Theory

The philosophy of education championed by Paulo Freire plays a central role in critical pedagogy. Freire’s critical pedagogy—his approach to critical theory in education—argues that education is never neutral. In Pedagogy of the Oppressed, Freire (1970) critiques the traditional “banking model” of education, where teachers deposit information into passive students, reinforcing systems of oppression. He advocates for a dialogical approach, where students and teachers co-construct knowledge through open, democratic dialogue.

Freire’s philosophy of education can profoundly influence early childhood education. His ideas encourage a shift from adult-centric models to approaches that honour children as capable, active learners. This shift aligns with the EYLF theories, which stress the importance of recognising children as confident, involved learners. Here is how to use Freire’s framework in your daily practice.

  • Invite children to share their thoughts, make choices, and contribute to discussions, helping them develop a sense of agency.
  • Rather than teaching children facts in isolation, educators can ask open-ended questions like, “Why do you think seasons change?” This approach encourages exploration, helping children develop their understanding of the world.
  • Provide children with choices about their play, this helps to build their confidence and sense of ownership over their learning.

Freire’s critical theory explained is especially relevant in Australian ECE settings, where educators work with children from diverse cultural backgrounds. By engaging children in critical discussions about their surroundings, educators can help them become agents of change from an early age.

Reflective Practice and Jurgen Habermas Critical Theory

Jurgen Habermas’s critical theory highlights the role of reflection in teaching. He argues that educators should continuously question their assumptions and practices, recognising that society is dynamic and ever-changing. This perspective underscores the importance of reflective practice as a means for educators to examine their biases and remain open to change.

In Programming and Planning in Early Childhood Settings, Arthur et al. (2017) describe reflective practice as a process of “thinking critically about one’s work and questioning underlying assumptions” (p. 89).

For instance, educators might consider whether daily routines like calendar time genuinely engage children or merely represent a part of the hidden curriculum. Are the children interested in these routines? Do they feel included in them? By asking these questions, educators can reflect on whether their practices align with the five learning theories that shape modern education—including behaviourism, constructivism, humanism, connectivism, and, of course, critical theory.

Cultural Reproduction and Glenda MacNaughton’s Curriculum Theory

The concept of cultural reproduction, another key aspect of critical theory in early childhood education, examines how educational settings replicate societal values. Glenda MacNaughton in Shaping Early Childhood Curriculum explains that ECE settings may unintentionally reinforce inequalities through unexamined practices. We may make children feel excluded, without being aware of it. In her view, educational environments can often reflect dominant cultural narratives, which may limit children’s exposure to diverse perspectives.

A cultural narrative is about the stories, values, and beliefs that are commonly shared within a society or group. These narratives shape how individuals view the world, understand their place in it, and interact with others. In an educational context, cultural narratives can be reinforced through classroom practices, materials, and interactions, often subtly conveying certain messages about society and identity.

In many early childhood settings, the stories read aloud, the holidays celebrated, and the classroom decorations might centre predominantly around Western cultural traditions and holidays such as Christmas, Easter, and Halloween. This focus on Western holidays can create a cultural narrative that subtly suggests these are the “important” or “normal” holidays, thereby marginalising other cultural traditions.

For instance, if a classroom decorates exclusively for Christmas, with activities like crafting ornaments and reading stories about Santa Claus, it reinforces a cultural narrative that assumes all children participate in or celebrate Christmas. This can unintentionally exclude children from non-Christian backgrounds, like those who celebrate Hanukkah, Diwali, or Lunar New Year. It does not welcome Indigenous Seasons and cultural celebrations. The cultural narrative at times overshadows the rich diversity that other cultural celebrations bring. Things are changing now is most centres in Australia, which is a good news for critical theorists 🙂

MacNaughton argues for a curriculum that includes varied narratives, family structures, and cultural practices. For example, instead of only including traditional family models, educators can feature a range of family dynamics, including single-parent families, blended families, and LGBTQ+ families. This curriculum approach reflects the diversity of children’s experiences and helps to broaden their worldview, challenging the narrow cultural views often reinforced in mainstream society.

In an Australian context, integrating Indigenous perspectives, stories, and cultural practices is another essential component of a curriculum that resists cultural reproduction. Such inclusion affirms the value of Australia’s First Nations cultures, helping to break down stereotypes and enrich children’s understanding of Australia’s rich cultural heritage. Thanks to the update, the EYLF 2.0 now embeds Aboriginal Perspectives and practices throughout its practices, principles and outcomes.

Practical Applications for Australian Educators

  • You can ask yourself whether routine activities align with educational goals and the core principles of learning theories in education. Reflecting on these activities can help educators identify practices that may limit children’s learning experiences. EYLF has a lot of reflective questions, you can also use Glenda McNauthon’s book if you want to delve deeper.
  • Document teaching experiences and reflect on the impact of different practices on children. This reflective process can help me to refine their approaches and align them with EYLF theories.
  • Actively involve children in decision-making processes, whether it’s selecting books, setting classroom rules, or choosing themes for projects. This engagement reinforces children’s rights and helps them feel valued as participants in their learning.
  • Celebrate diversity by creating a classroom environment that respects and values all children’s cultural backgrounds. Such inclusivity is vital to fostering a sense of belonging for every child, affirming their unique identities.

Recommended books📔📕📚

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2017). Programming and planning in early childhood settings. Cengage Learning Australia.

Freire, P. (1970). Pedagogy of the oppressed. Continuum.

MacNaughton, G. (2003). Shaping early childhood curriculum: Exploring the possibilities. Open University Press.

Want to delve deeper? Get my Theories pack https://payhip.com/b/Z9a2T

Albert Bandura’s Socio-Behaviourism in Early Childhood Education

~ Storykate ~ Leave a comment

I’ve been in Early Childhood Education for 15 years, and I’ve found that the socio-behaviourist approach aligns well with how I see children and their learning. I’ve seen firsthand how effective it is. When children observe respectful and positive behaviour, they’re more likely to join in and display respectful interactions too. I reckon this approach supports all children in behaving appropriately.

I draw inspiration from the work of psychologist Albert Bandura. His Social Learning Theory has big implications for early childhood education. Bandura says children learn by watching others and seeing what happens next, and that fits right into the socio-behaviourist way of thinking.

Humans learn socially, not just intellectually. This means we learn from our peers, parents, teachers, coaches, etc., rather than solely from books.

I strongly believe that children need clear teaching and strategies to boost their learning, sense of belonging, and identity in their learning spaces (DET, 2010). This could include using positive praise, talking to them, and showing the right way to behave – all things Bandura talks about in his theory.

One good thing about the socio-behaviourist approach is that it works for all students, even those with intellectual disabilities, neurodiversity and problems with self-regulation(Autism Speaks, 2008). This theory is all about behaviours – how they’re learned and unlearned. It’s a practical framework that can be used everywhere in different classrooms.

In the next sections, we’ll dive into Albert Bandura’s Social Learning Theory, looking at the main ideas and showing how it can work in real-life early childhood education. By looking through this lens, we can get a better grip on how learning and behaviour connect, and how teachers play a big part in guiding young minds.

Albert Bandura is a Canadian psychologist who is best known for his work in social learning theory and social cognitive theory. His theories have had a significant impact on the fields of psychology, education, and communication. Bandura’s work emphasizes the importance of observational learning, imitation, and modelling in the acquisition of new behaviours.

Here are the key components of Bandura’s social learning theory:

  • Observational Learning: Bandura argued that much of human learning occurs through observation and imitation of others. Individuals learn by watching the behaviour of others, observing the consequences of those behaviours, and then adjusting their behaviour accordingly.
  • Example: In a preschool setting, a group of children is observed imitating their teacher as she demonstrates how to properly hold a marker and write their names. The children learn by watching the teacher’s movements and then attempting to mimic her actions. That’s why I love to write in front of preschoolers.
  • Modelling: Bandura introduced the concept of modelling, which involves individuals imitating the behaviours of role models. Role models can be real people, characters in the media, or even symbolic figures. The more similar the observer perceives themselves to be to the model, and the more positive the consequences of the model’s behaviour, the more likely the observer is to imitate that behaviour.

Example: During a show-and-tell activity, a child brings in a puppet and performs a story. Other children in the group are excited and decide to create their own puppet shows, modelling their performances after the one they observed during show-and-tell. After my puppet shows, children often imitate my actions too.

  • Reciprocal Determinism: Bandura proposed the concept of reciprocal determinism, which refers to the dynamic interaction between an individual, their behaviour, and their environment. This model suggests that individuals not only influence their environment but are also influenced by it, and these factors continuously interact.

Example: A child who is praised and rewarded for sharing toys with peers is more likely to continue sharing in the future. The positive reinforcement from teachers and peers, as well as the supportive environment that encourages sharing, influences the child’s behaviour, creating a cycle of reciprocal determinism. This is really universal strategy.

  • Self-Efficacy: Bandura introduced the concept of self-efficacy, which is an individual’s belief in their ability to succeed in a particular situation. According to Bandura, self-efficacy plays a crucial role in determining whether individuals will engage in certain behaviours and how much effort they will put into those behaviours. High self-efficacy is associated with greater persistence and resilience in the face of challenges.

Example: Imagine a child who completes a challenging puzzle with the help of a teacher’s encouragement develops a sense of self-efficacy in problem-solving. This child is more likely to tackle similar puzzles independently in the future, believing in their ability to overcome challenges. Self-efficacy is still highly valid concept, which makes Bandura more contemporary than, let’s say B.F. Skinner or John Watson.

  • Vicarious Reinforcement: Bandura emphasised the role of vicarious reinforcement, where individuals learn from the consequences of others’ actions. Observing others being rewarded or punished for their behaviour can influence the observer’s likelihood of engaging in similar behaviours. Children are very observant when it comes to this kind of scenarios.

In a classroom, one child receives praise and a small reward for cleaning up after a painting activity. Other children observe this and, seeing the positive consequences, are more motivated to clean up after their own activities, anticipating similar positive reinforcement.

OBSERVATIONS AND MODELLING

It is not possible to talk about Albert Bandura without discussing Bobo Doll Experiment

Albert Bandura’s Bobo Doll Experiment is a famous study that provided empirical support for his social learning theory. Conducted in 1961, the experiment aimed to investigate the role of observational learning and modelling in aggressive behaviour.

Bandura and his colleagues divided children into three groups. In each group, children were exposed to different models demonstrating aggressive behaviour toward a Bobo doll—a large, inflatable, and weighted doll designed to return to an upright position after being knocked down.

They had three experiment conditions:

  • Aggressive Model: Children in this group observed an adult model displaying aggressive behaviour toward the Bobo doll, such as hitting, kicking, and using aggressive language.
  • Non-aggressive Model: Children in this group observed an adult model engaging in non-aggressive play with other toys in the room.
  • Control Group: Children in this group had no exposure to a model interacting with the Bobo doll.
    • After exposure to the models, the children were placed in a room with the Bobo doll and other toys. The researchers observed and recorded the children’s behaviour to assess whether they imitated the aggressive or non-aggressive behaviours they had witnessed.

Findings:

  • The Bobo Doll experiment demonstrated that children learn behaviours through observation and imitation of models.
  • It highlighted the importance of modelling and the role of environmental factors in shaping behaviour, particularly in the context of aggression.

The Bobo Doll Experiment had a profound impact on the understanding of social learning and aggression in children. Bandura’s findings emphasised the significance of modelling and observational learning in the development of behaviours, reinforcing the idea that children learn not only from direct experiences but also from observing and imitating others in their environment.

Watch about Bobo Doll Experiment

EYLF 2.0 theories explained

~ Storykate ~ Leave a comment

According to the EYLF (AGDE, 2022), educators are informed by the range of theories and approaches when plan for and support children’s learning. Some theories you already know from the previous version of the EYLF (developmental, socio-cultural, feminist, critical), yet there are few new ones to unpack.

Developmental Theories

TheoryKey Concepts and Examples
Attachment TheoryKey theorist – John Bowbly. Focuses on children forming trusting relationships with significant adults. Example: A child forming a strong bond with a primary caregiver.
Social Learning TheoryHighlights how children observe and imitate others’ behavior. Example: A child learning to tie shoelaces by watching an older sibling. A negative example: A child learns to swear because they have heard their family language.
Cognitive TheoryPiaget theory is a tipical example of cognitive theory here. Describes thought processes influencing how children engage with their world. Example: A child using problem-solving skills to complete a puzzle. Stages of cognitive development can be used to decide whether the environment is appropriate for this age group.
EYLF THEORIES

Socio-Cultural Theories

TheoryKey Concepts and Examples
Socio-Cultural TheoriesTheorists that you probably know are: Vygotsky, Rogoff, Bronfenbrenner and Fleer. Emphasise the role of families and cultural groups in children’s learning. Example: A child learning cultural traditions and values from family members; a child has learned how to use a fishing rod , as they went fishing with their granpa.

Practice Theories

TheoryKey Concepts and Examples
Affordance TheoryThe theorist is Gibson. Affordance theory encourages educators to consider the possibilities the environment offers. Example: Providing a variety of materials to stimulate different types of play.
Practice ArchitecturesExamines educators’ understandings, practices, and relationships. Example: Reflecting on how educators communicate and collaborate in a learning environment.
Learn more about affordances theory

The term “affordance” is explained in this video

Ancestral Knowledges

TheoryKey Concepts and Examples
Ancestral KnowledgesWays of knowing shared through history and culture in Aboriginal and Torres Strait Islander traditions. For example, Possum Skin Pedagogy and 8 ways framework. Example: Passing down cultural stories orally from generation to generation.

Place-Based Sciences

TheoryKey Concepts and Examples
Place-Based SciencesRelated to Affordances and Ancestral knowledge theory. Fosters community connections based on local funds of knowledge. Example: Incorporating local cultural practices into the curriculum.

Critical Theories

TheoryKey Concepts and Examples
Critical TheoriesPaulo Freire, Jurgen Habermas. Critical theory challenges assumptions about curriculum and considers how decisions may impact children differently. Example: Questioning the inclusion of certain narratives or perspectives in educational materials.

Feminist/Post-structuralist Theories

TheoryKey Concepts and Examples
Feminist/Post-structuralistOffers insights into power, equity, and social justice in early childhood settings. Example: Examining gender biases in teaching materials and promoting inclusive practices.

Which of these theories are you most familiar with?

Which theory would you like to learn more about?

The Tools of the Mind Approach

~ Storykate ~ Leave a comment

Have you heard about the tools of the mind approach based on Lev Vygotsky’s theory?

Listen up – you may like it !!!

Tools of the Mind” is a curriculum developed by Elena Bodrova and Deborah J. Leong. When I studied at Monash University, we watched videos created by the researchers and analysed ZPD and scaffolding with relevant examples.

I think that’s why I have a strong understanding of sociocultural theory.

The tools of the mind approach focuses on promoting self-regulation and cognitive development in early childhood through play and intentional teaching.

Here are some key features:

Vygotskian Principles: The curriculum is heavily influenced by Vygotsky’s ideas, particularly the Zone of Proximal Development (ZPD) and the role of social interactions in learning. As Bodrovq quotes Vygotsky, in play child is always ahead of his current abilities.

Play-Based Learning: It places a strong emphasis on play as a vehicle for learning. Play activities are carefully designed to support children’s cognitive and social-emotional development. For example, imaginative play of superheroes is encouraged, so as home corner play etc.

Scaffolding: Teachers play a crucial role in providing “scaffolding” to support children in their ZPD. This involves tailoring support to the individual needs of each child, helping them move toward more complex tasks. As an early childhood professional, I support that!

Cultural and Symbolic Tools: The curriculum incorporates cultural and symbolic tools, such as literacy and numeracy activities, to enhance children’s understanding of their environment and promote cognitive growth. I will talk more about cultural tools in my next post.

Integrated Curriculum: Tools of the Mind integrates various subjects into the curriculum, recognising the interconnectedness of different domains of development. Holistic learning in other words.

Focus on Executive Functions: The program places a specific emphasis on developing executive functions like working memory, inhibitory control, and cognitive flexibility, which are crucial for learning and life success. In the video I am attaching, Deborah Leong is talking a lot about Executive Function in depth.

What do you think about the Tools of mind approach?

Storykate

How to use Barbara Rogoff’s planes of analysis for observations

~ storykate ~ Leave a comment

Who is Barbara Rogoff?

Barbara Rogoff is a prominent American developmental psychologist known for her research in the field of cultural psychology and child development. She was born on 22nd November 1940. Rogoff has made significant contributions to our understanding of how culture and context shape cognitive and social development in children. Her work emphasises the importance of considering cultural factors when studying human development and learning.

One of her most well-known concepts is “guided participation,” which suggests that children learn from their participation in culturally relevant activities and interactions with more experienced individuals, such as parents or caregivers. Rogoff’s research has also explored topics like how children learn through observation and participation in everyday activities, the role of apprenticeship in learning, and cultural variations in child-rearing practices.

Barbara Rogoff has received numerous awards and honours throughout her career, and her work has had a significant impact on the field of developmental psychology and education. She has written extensively on these topics, and her books and research papers have been influential in shaping our understanding of how culture influences human development.

What are three planes?

According to Barbara Rogoff, there are three planes of analysis (you can call them lenses) that we can use in our observations of children.

  1. Individual Plane: This plane focuses on the individual’s cognitive and psychological processes. It involves examining how an individual’s thoughts, emotions, and cognitive abilities contribute to their learning and development. This is the internal perspective of the learner.
  2. Interpersonal Plane: The interpersonal plane looks at the social interactions and relationships that play a crucial role in a person’s development. It emphasises the importance of interactions with parents, caregivers, peers, and other members of the community in shaping one’s understanding of the world and cultural practices.
  3. Community or Cultural Plane: This plane considers the broader cultural context in which an individual is situated. It examines how cultural norms, values, practices, and traditions influence the way individuals learn and develop. It acknowledges that culture plays a significant role in shaping cognitive and social development.

Let’s explore the concept of the three planes of analysis in the context of early childhood education and care with examples:

  1. Individual Plane:
    • Example: In a preschool classroom, a child named Emma is working on Australian animal puzzle. Emma’s cognitive abilities and problem-solving skills come into play as she tries to fit the puzzle pieces together. Her individual plane of analysis involves her thinking processes, her ability to focus, and her emotional response to the task. The educator may observe how Emma approaches the puzzle and tailor her guidance to support Emma’s individual learning style and cognitive development. We may recognise Emma’s personal development milestones and interests.
  2. Interpersonal Plane:
    • Example: In the same preschool, another child, Liam, is engaged in a cooperative play activity with his peers. They are building a tower with blocks together. They call it “Zoo for animals”. The interpersonal plane of analysis comes into play as Liam interacts with his peers. He learns not only from the materials but also from his interactions with others. He may negotiate, share, and problem-solve with his peers, which contributes to his social development and ability to work collaboratively.
  3. Community or Cultural Plane:
    • Example: The preschool aims to create a culturally inclusive environment. The cultural plane of analysis recognises the cultural diversity of the children and their families. For example, Manisha is from India and her family celebrates Divali. The curriculum includes stories, songs, and activities that reflect various cultural backgrounds, including Manisha’s family traditions and preferences. This approach acknowledges that children come from diverse cultural backgrounds, and their early childhood experiences are influenced by their cultural context. It helps foster an inclusive and culturally sensitive learning environment.

How to use the three lenses/planes of analysis.

Snaky snake!

Who: Sarisha, Jessica, Emily

When: date, time

Sarisha, Jessica and Emily went outside together. They started running around the preschool yard. They looked under the tables, benches, A-frames, trampoline, veggie patches.

They were looking at the holes in the ground and in the puddle. They have been observing the yard for a few minutes.

While running they communicated with each other verbally and non-verbally.

Emily shouted “Snake, snake”. Sarisha and Jessica joined in “Snake, snake”.

Emily said, “Snaky snake!” I was curious and asked the girls what they were doing. “Looking for the snaky snake” – replied Jessica. She took my hand and pulled me towards the bushes.

“Let’s go together! We must find the snaky snake!” exclaimed Sarisha, her voice filled with excitement. Emily and Jessica eagerly agreed, and the trio entered the cubby house, peering into a saucepan in hopes of finding their mysterious snake.

Disappointment struck when Emily cried out, “There is no snaky snake in here!” Sarisha replied optimistically, “Not here, but we’ll find it.” Jessica chimed in, suggesting they check near the water puddle. Their adventure continued as they made their way to the puddle, with Jessica changing, “Snaky, snake” in anticipation of a thrilling encounter.

Concerned about the potential danger of the snake, you asked if it was hazardous. “No,” reassured Emily, “it’s a funny snake; it’s actually a lizard.” They spotted Bailey and a group of boys approaching. Fearing that the boys might disrupt their quest, Jessica and Emily playfully yelled, “shoo-shoo” and “sssssss,” pretending to ward off any interference from the boys. The girls then giggled and ran away, determined to continue their search for the fascinating “snaky snake.”

PersonalInterpersonalInstitutional
Snakes, lizards, hunt; treasure hunt —these topics seem to be of interest of this focus group of children. They Initiated this. play and seemed to enjoy. running, chasing and exploring space.
Imaginative play Children know about snakes’ holes – some habitat knowledge. Children already played Easter Eggs Hunt the week earlier. They were able to transfer knowledge of the process of looking for hidden treasures to the snaky snake play.		Emily, Sarisha and Jessica have been playing together most of the time. They interacted a lot and seemed to enjoy their playful interactions. Jessica seems to lead the rest of the group.Liberty Av preschool has a large backyard so children can run around and explore the space safely. The environment includes natural logs and trees, bushes, secluded spaces and places (cubby house), holes and a huge puddle. Water play is part of everyday curriculum. There is always a water table outside with play provocations. Considered a part of curriculum, there is always water table outside.

What do you think about this way to analyse observations?

Learn more about Barbara Rogoff

Barbara Rogoff TED TALK about sophisticated collaboration