Tag: preschool circle time

Kolb experiential learning

~ storykate ~ Leave a comment

Have you ever heard the term “hands-on” or discovery learning? What does it even mean? What theories are behind this expression?

In the world of early childhood education, where young minds are rapidly developing, discovery learning is an important concept to understand. Especially, if you are new to this profession.

It’s a concept that empowers children to discover, to learn through exploration. Today, we are going to talk about discovery learning through the lens of Kolb’s Experiential Learning Theory.

Kolb’s Learning Odyssey

Kolb’s Experiential Learning Theory, was named after the British educational theorist David A. Kolb, who proposed that people learn through experiences. Learning is a journey and it involves 4 stages.

Concrete Experience (CE): Imagine setting foot on an uncharted island, where every rock and tree invites your exploration. This stage involves experiencing a specific situation or activity. It’s the “hands-on” phase where learning happens through direct involvement, where emotions and feelings, sensorial experience are all important. Children use this stage naturally, as they are sensory learners.

Reflective Observation (RO): It’s the stage where learner is reflecting and pondering on what you’ve witnessed, felt, and experienced during learning experience, play or just observation of the world. The introspection here is the compass that guides the analysis. Children may need help to go this state and that’s when intentionality in teaching is important. Teachers promote reflections through discussions, dialogues, reviewing documentation and just asking open-ended questions like ‘I wonder”.

Abstract Conceptualisation (AC): In this stage, learners craft abstract concepts and theories inspired by their reflections. It’s the logical thinking phase where ideas hatch and hypotheses bloom. That’s an important stage and intentional teaching of concepts, thinking skills, and problem-solving skills through scaffolding, and modelling is required at this stage of the Kolb experiential learning cycle.

Active Experimentation (AE): Children who develop theories or hypotheses are ready to test their newfound knowledge in uncharted waters. This is where we help them to apply what they’ve learned in fresh situations, where practicality meets problem-solving.

In Kolb’s world, this learning is a continuous cycle, a spiral staircase of growth. While some may have preferences for certain stages, the process is what is important!!!

Discovery Learning in the Early Years

What does this look like in practice?

Hands-On Activities (Concrete Experience):

  • Imagine a lot of sensory-rich activities you will offer to children to explore. They can touch, taste, and manipulate, from art projects to nature walks and science experiments.
  • Encourage imaginative and dramatic play. Here, children can become pirates, astronauts, or time travelers, immersing themselves in different roles and scenarios. Remember they are concrete learners and need resources; props, puppets, slime in their everyday learning to discover some complex concepts. This principle should be the foundation for your learning and teaching.

Reflective Observation:

  • Provide moments and opportunities for reflection during play, after inquiry-bsed experiences. Through discussions, journaling, or group sharing sessions, give children the space to ponder and express their thoughts and feelings. I wonder why… the frogs are green? I saw James building a castle today and it kept falling. Do you know why?
  • Ask open-ended questions, guiding children to articulate their experiences.
  • Here are my questions: https://www.youtube.com/shorts/F8no7uMIKbk

Abstract Conceptualisation:

  • Help young learners connect their concrete experiences to broader concepts and ideas. For instance, if they’ve planted seeds in the garden, discuss growth, life cycles, and the importance of caring for living things.
  • Encourage their curiosity to set sail on the “why” and “how” sea, promoting critical thinking and exploration.

Active Experimentation:

  • Provide opportunities for children to apply their newfound knowledge in new contexts. If they’ve mastered shapes, offer materials for building structures or sorting objects by shape.
  • Create riddles and challenges that require them to use their knowledge for problem-solving.

Flexible Learning Environments:

  • Craft the physical space to accommodate various learning styles. Designate areas for hands-on exploration, quiet reflection, group discussions, and creative expression. Use loose parts and nature materials.
  • Keep the learning environment fresh by regularly rotating materials and activities.

Emphasise Play-Based Learning:

  • Encourage diverse types of play, from imaginative and social to physical and constructive.
  • Let children take the helm of their play and exploration, promoting autonomy and self-directed learning.
  • Ask questions

Observation and Individualisation:

  • As you probably guessed, the observation will play an important role in adopting Kolb model. Observing each child’s preferences and learning style will help to tailor activities to their strengths while gently guiding growth in other areas.
  • Encourage group activities to foster social learning and collaboration to support peer learning.

Supportive Adults:

  • Early childhood educators and caregivers play the roles of mentors and co-adventurers in discoveries. They guide children through the learning cycle, offering encouragement and nurturing.
  • Be patient, listen actively, and extend a hand when children encounter challenges. It’s through these gentle winds that young sailors grow.

More on reflective models here

Top Storytelling techniques for early childhood classrooms

~ storykate ~ Leave a comment

Storytelling is a powerful tool for early childhood educators. It can help children to develop their imagination, creativity, and language skills. It can also teach them about different cultures, values and concepts. It evokes emotional response and simply one of the best tools teachers can use. The only problem we get stuck in the rut and don’t use a variety of storytelling techniques… While reading a book is fun, let’s try something new today!

Here are 10 storytelling techniques that you I use in my early childhood practice:

  1. Use puppets. Puppets are a great way to engage children’s attention and to bring stories to life. You can use puppets to tell traditional stories or to create your own stories. Think of finger puppets; hand puppets; paper puppets, puppets on a stick; shadow puppets.
  2. Use drama. Drama is a fun and active way to tell stories. You can have children act out stories as whole groups, small groups, or individually. My favourite stories are 3 little pigs; great big turnip; we are going on a bear hunt; stone soup.
  3. Use Steiner props. Steiner props are simple objects that can be used to represent different characters, settings, and events in stories. Some examples of Steiner props include scarves, dress-up clothes, and real objects such as stones, sticks, and leaves.
  4. Use real objects. Real objects can be used to create a more realistic and engaging storytelling experience for children. For example, you could use a pot, carrots, and potatoes to tell the story of Stone Soup.
  5. Use music. Music can be used to enhance the storytelling experience. You can play instrumental music in the background while you tell a story, or you can have children sing songs or play instruments along with the story. I love to sing stories like “there was a princess long ago, long ago”; puff the magic dragon etc.
  6. Use visual aids. Visual aids such as pictures, drawings, and maps can help children to understand and follow stories. You can also use visual aids to create a more immersive storytelling experience. My friend tells stories during rest times and children love to contribute.
  7. Use sound stories. Sound stories are stories that are told using only sound effects and music. Sound stories can be a great way to engage children’s imaginations and to create a sense of suspense and excitement. I love ABC radio kids , but there are tons of audio stories you can listen to and recreate in your group.
  8. Use felt boards. Felt boards are a versatile storytelling tool. You can use felt boards to tell stories, to create scenes, and to play games.
  9. Use props. Props can be used to make storytelling more engaging and interactive for children. You can use props to represent different characters, settings, and events in stories. For example, have a box of dress ups with fairy wings; Witcher hats; animal tales and other dress ups to encourage children create their own stories.
  10. Use your voice. Your voice is one of your most powerful storytelling tools. You can use your voice to create different moods and atmospheres, and to bring characters to life. This one is the most accessible too. Model famous storytellers online to learn how to create suspense and anticipation.

Here are some tips for using these storytelling techniques in your early childhood classroom:

  • Choose stories that are appropriate for the age and interests of your children.
  • Be creative and have fun with it! Storytelling should be an enjoyable experience for both you and your children.
  • Encourage children to participate in the storytelling process. They can help you to choose stories, to act out scenes, and to come up with ideas for props and costumes. They can also add to the story or create a different ending.
  • Use storytelling to teach children about different cultures and values. My favourite book is fairy tales around the world, which has a lot of stories that are less known.
  • Most importantly, make sure that storytelling is a regular part of your classroom routine. Children love stories, and they will benefit from hearing stories on a daily basis.

Collaborative leadership & teamwork – the new EYLF principles

~ storykate ~ Leave a comment

Hello educators!

Please welcome the new principle from the EYLF 2.0 – which is based of distributed leadership model and support collaboration and teamwork.

Simply put, leadership is not just something that directors or managers do, any educator can share aspects of leadership and stand up for a challenge. It is very democratic and empowering.

Here is what the EYLF (DET, 2019) states about it (p. 19)

All educators exercise aspects of leadership in their daily work with children, families and colleagues. Educators lead their own ethical practice as they take professional and personal responsibility for their actions and the decisions they make. Collaborative leadership and teamwork are built on a sense of shared responsibility and professional accountability for children’s learning, development and wellbeing. It is a view of leadership that empowers all members of the team to use their professional knowledge and skills in ways that assist everyone to do the best they can for children, families and colleagues in their setting. Collaborative leadership and teamwork are aspects of a positive work culture where a motivation to enact a professional philosophy of cooperation and collaboration enables positive relationships to grow. Children and families are attuned to the work culture of an early childhood setting, which influences their relationships, interactions and experiences within that setting.

Collaborative leadership and teamwork are built on professional and respectful conversations about practice. Educators engage with different ways of thinking and working to critically reflect on their practice both individually and as a team, and contribute to curriculum decisions and quality improvement plans. Children’s learning, development and wellbeing is optimised when educators communicate and share ideas and views about improving practice.

Collaborative leadership and teamwork support a culture of peer mentoring and shared learning where all team members contribute to each other’s professional learning and growth for high quality programs for children in early childhood settings.

I created a quick to check your understanding of this principle and help you learn

Question 1: According to the EYLF 2.0, how do educators exercise leadership in their daily work?

a) By setting strict rules for children’s behaviour

b) By focusing solely on personal growth

c) By taking professional and personal responsibility for their actions and decisions

d) By following a predetermined curriculum

Question 2: What is collaborative leadership and teamwork built upon, according to the EYLF 2.0?

a) A competitive work culture

b) A sense of shared responsibility and professional accountability

c) A hierarchy where only certain individuals have a say

d) A focus on personal interests

Question 3: How does collaborative leadership empower team members in an early childhood setting?

a) By limiting their professional knowledge and skills

b) By encouraging them to work in isolation

c) By enabling them to use their professional knowledge and skills to benefit children, families, and colleagues

d) By discouraging any form of collaboration

Question 4: What impact does the work culture of an early childhood setting have on children and families, according to the EYLF 2.0?

a) It has no impact on children and families.

b) It influences their relationships, interactions, and experiences within the setting.

c) It only affects educators.

d) It doesn’t influence interactions.

Question 5: How do educators engage in collaborative leadership and teamwork according to the EYLF 2.0?

a) By avoiding conversations about practice

b) By working in isolation

c) By engaging in professional and respectful conversations about practice

d) By imposing their ideas without discussion

Question 6: Why is collaborative leadership and teamwork important for optimizing children’s learning, development, and wellbeing?

a) Because it limits professional growth

b) Because it encourages isolation

c) Because it allows educators to communicate and share ideas to improve practice

d) Because it leads to a competitive environment

Question 7: How does collaborative leadership and teamwork contribute to professional growth within an early childhood setting?

a) By discouraging any form of professional development

b) By limiting input from team members

c) By supporting a culture of peer mentoring and shared learning

d) By isolating educators from each other

Question 8: According to the EYLF 2.0, what is the ultimate goal of collaborative leadership and teamwork in early childhood settings?

a) To create a competitive environment

b) To limit communication between educators

c) To enhance the quality of programs for children

d) To focus solely on individual achievements

Question 9: What do educators critically reflect on when engaging in collaborative leadership and teamwork?

a) Only their personal actions

b) Only the actions of their colleagues

c) Both their own practice and the practice of their team, contributing to curriculum decisions and quality improvement plans

d) Only the curriculum guidelines

Question 10: In summary, what is the key message of the Principle of Collaborative Leadership and Teamwork in the EYLF 2.0?

a) Educators should work in isolation to achieve personal goals.

b) Educators should focus solely on their own professional growth.

c) Collaborative leadership and teamwork are essential for enhancing children’s learning, development, and wellbeing in early childhood settings.

d) Collaboration is not necessary in early childhood education.

Answers:👏👏👏👏👏👏👏👏👏👏👏

  1. c) By taking professional and personal responsibility for their actions and decisions
  2. b) A sense of shared responsibility and professional accountability
  3. c) By enabling them to use their professional knowledge and skills to benefit children, families, and colleagues
  4. b) It influences their relationships, interactions, and experiences within the setting.
  5. c) By engaging in professional and respectful conversations about practice
  6. c) Because it allows educators to communicate and share ideas to improve practice
  7. c) By supporting a culture of peer mentoring and shared learning
  8. c) To enhance the quality of programs for children
  9. c) Both their own practice and the practice of their team, contributing to curriculum decisions and quality improvement plans
  10. c) Collaborative leadership and teamwork are essential for enhancing children’s learning, development, and wellbeing in early childhood settings.

Messing about – the ideas of David Hawkins

~ storykate ~ Leave a comment

We all kind of tired of the same old theories – Piaget; Vygotsky, Skinner. That’s why I am quite excited when I discover someone new, who added a valuable contribution to early childhood education and care and our profession.

The image is from the Hawkins Centre Website https://www.hawkinscenters.org/exhibit.html

Meet David Hawkins! An educator and researcher, David Hawkins is known for his work on the theory of “messing about” and “tinkering.” His ideas about the importance of hands-on, experiential learning have had an impact on emergent curriculum approaches.

Here is a summary of key areas Hawkins was influencing.

  1. Play-Based Learning: Hawkins advocated for the central role of play in early childhood education. He believed that play is a natural and powerful way for children to make sense of the world around them. Through play, children experiment, imagine, and develop social and cognitive skills. Well, here I agree – nothing compares to free play and play is the context for learning.
  2. Theory of “Messing About” and “Tinkering”: Hawkins is perhaps best known for his ideas about “messing about” and “tinkering” as essential forms of learning for young children. He believed that children learn best when they are actively engaged in hands-on activities and exploratory play. This approach encourages curiosity, problem-solving, and the development of critical thinking skills. I really love the idea of messing about and tinkering and here is an example of how we do it with children. The key here is that the exploration is unscripted and is very spontaneous. It looks really messy (like REALLY messy)
  3. Learning Environments: Hawkins emphasised the importance of creating rich and stimulating learning environments for children. He believed that the physical space and materials available to children should invite exploration and discovery. Learning environments should be flexible and responsive to children’s interests. Again, as a teacher and teacher’s educator, I support the concept of rich stimulating environments wholeheartedly!
  4. Educator as Facilitator: In Hawkins’ view, educators should take on the role of facilitators rather than directors of learning. They should observe children’s interests and activities, ask open-ended questions, and provide support and resources to extend children’s exploration. I also agree with this point, as we are no longer sages on stages; we are mediators; facilitators and reflective thinkers who help children to learn something new every day.
  5. Influence on Emergent Curriculum: David Hawkins’ ideas have had a significant influence on the emergent curriculum approach in early childhood education. This approach, which values child-initiated learning and flexibility in curriculum planning, aligns with Hawkins’ belief in the importance of following children’s interests and curiosity.
  6. Author and Speaker: Hawkins wrote several books and articles on topics related to early childhood education, including “The Roots of Literacy” and “The Informed Vision: Essays on Learning and Human Nature.” He also lectured and conducted workshops to share his ideas with educators and researchers.

Now, what is an emergent curriculum? Simply put, it is a curriculum that is based on children’s interests, it is child-focused and very open – ended.
It’s all about starting with what excites the kids. Teachers observe, listen, and engage with children to uncover their interests, questions, and passions. These observations are like treasure maps, guiding educators to create experiences that feed young minds.
Flexibility is the name of the game. There’s no one-size-fits-all lesson plan. Instead, teachers adapt, pivot, and improvise, making learning feel like an exciting adventure rather than a chore.
The classroom is transformed into a rich, interactive environment. It’s a place where children explore, experiment, and collaborate. You’ll find art supplies, science experiments, books, and intriguing materials that spark creativity.
Emergent curriculum isn’t just about academics. It teaches life skills, like problem-solving, communication, and resilience. Children learn by doing, whether it’s building a fort or cooking a pretend feast.
Parents are partners in this journey. They’re invited to share their insights, and together with teachers, they create a supportive community that values each child’s unique gifts.
In the end, emergent curriculum is a celebration of the innate curiosity and potential within every child. It’s a lively dance of exploration, discovery, and joy that lays the foundation for a lifelong love of learning.
The emergent curriculum approach in early childhood education does not have a single founder or originator. It evolved over time through the work of various educators and researchers who recognised the importance of child-centred, play-based learning. Apart from David Hawkins, the other key researchers who have contributed to the development of this approach include:

  1. Loris Malaguzzi: While not a founder of emergent curriculum per se, Loris Malaguzzi was instrumental in the development of the Reggio Emilia approach to early childhood education, which emphasizes child-directed learning, collaboration, and the importance of the environment. This approach has influenced the concept of emergent curriculum.
  2. Vivian Paley: An early childhood educator, Vivian Paley’s work on storytelling and narrative play in the classroom has contributed to the idea of letting children’s interests and stories guide the curriculum.
  3. Lilian Katz: Lilian Katz is known for her work in early childhood education, particularly in the areas of developmentally appropriate practices and the importance of child-initiated learning. Her research has been influential in shaping the philosophy of emergent curriculum.

What do you think about this new approach? Is it inspiring? How?

To learn more about this amazing approach/theory click on this link https://www.hawkinscenters.org/