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Let’s debate the virtue of patience…

~ Storykate ~ Leave a comment

When friends and acquaintances learn I work as a preschool teacher, they often smile. They say, “You must have so much patience.” I usually just shrug. I don’t think patience is the most essential quality when working with young children. In fact, I’m not a fan of patience. I’m all for understanding.

Take four-year-old James. He is a sturdy redheaded boy. He just decided who gets to ride the scooter by pushing a three-year-old girl off it. Does James’s behaviour require patience? Is patience what I need, as his teacher, to handle the situation thoughtfully and effectively? What does being “patient” even mean?

According to most English dictionaries, patience is “the capacity to accept or tolerate delay, trouble, or suffering without getting angry or upset.” The underlying assumption? You’re enduring something unpleasant.

Patience is often seen as a hallmark of good educators. “Kate, I could never do what you do—I don’t have the patience.” “You must be incredibly patient to work with kids every day.” Compliments like that used to make me smile, but lately they’ve started to rub me the wrong way. Probably because I’ve never considered myself particularly patient. Sure, I can sit through a dental appointment in silence, give blood without flinching—but to put up with work that drains me or feels meaningless? No, thank you.

Patience is usually framed as a virtue. It conjures images of someone calm, humble, quietly enduring something difficult. You grit your teeth, take a deep breath, and get through it. Why? Because “patience is a virtue.” Because “good things come to those who wait.” Because “hard work and patience conquer all.” These sayings run deep in our cultural wiring.

But I don’t think early childhood educators, nannies, or parents of young children should rely too heavily on patience. Why? Because if you’re constantly “putting up with” children, it probably means you’re not enjoying the work. It suggests you’re not in a state of flow, as described by psychologist Mihaly Csikszentmihalyi. And that’s a problem. Because it means you’re disconnected.

An educator who truly understands a child’s developmental stage—their strengths, their challenges—won’t suffer silently. Take James again. His behaviour might look aggressive, but developmentally, it’s not out of the ordinary. I’m not about to label him a “troublemaker” or say he’s violent. He’s a great kid—he just doesn’t yet know how to behave differently. Maybe he struggles with self-regulation. Maybe he needs support from a psychologist. Either way, the incident (yes, James pushed someone again) becomes an opportunity to teach, not punish.

At this stage of development, James only knows how to express himself through force. My job is to help him find another way. That doesn’t require me to clench my fists or count to ten—it simply means I remind him, gently and clearly, that we don’t hit people. We use our words. James isn’t distracting me from my work—he is my work. He gives me a reason to model better ways of interacting.

And it’s not just James. There’s Zoya, who loves pulling hair and biting. There’s Ruben. He is autistic and sometimes throws sticks from the top of the slide. This behavior is not out of malice. He doesn’t yet grasp the consequences of his actions.

If I relied solely on patience, I’d burn out by the end of the first week. By the end of the month, I’d be yelling and reacting poorly. What I need far more than patience is understanding. And that understanding comes from developmental theory, from knowing children’s capabilities and limits—and from genuinely wanting to be around them.

Patience has a limit. There’s a reason we say, “Beware the wrath of the patient person.” But understanding, compassion, and connection? They’re renewable.

Teachers and parents who expect three- to five-year-olds to sit quietly on a mat or at a desk? They do need patience—because they lack understanding. It’s almost comical to watch an educator sternly tell a child “for the last time” to take a pencil out of their mouth. They clearly forget what it’s like to be teething and want to chew everything.

Expectations that aren’t age-appropriate only create tension between adults and children. If I know a child’s gums are itchy, I’ll offer a teething toy or some crunchy toast. My voice and body language stay calm—not because I’m forcing patience, but because I get it. When you understand, there’s nothing to endure.

Treating young children’s behaviour as something to be endured—like a headache or a traffic jam—turns it into something threatening. “You’re doing this just to upset your mum!” “Johnny, did you pee your pants on purpose?” Many of us still remember those hurtful lines from our own childhoods. We recall how wrong they were. We also remember how much they shamed us.

But harshness and rejection often come from a simple lack of understanding. When adults take time to really listen—not just to what children say, but to what they mean—they create space for growth. When I understand a child, I respond to them as they are—not as I wish they were. I don’t waste energy fighting the fact that children are, well, children. I use my energy to guide them.

And that, to me, is far more powerful than patience.

Let me know what you think!

Kate

Storykate birthday wishes – with a gift for you!

~ Storykate ~ Leave a comment

Dear Storykate community!

or should I say “Hey, educators!” 😁

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Storykate birthday wishes – with a gift for you!

Today is my birthday🎂 and I have a few birthday wishes for the upcoming year for this channel and this project.

  • 1) Reach 10,000 subscribers on Youtube.
  • 2) Create more free and low-price valuable digital guides to help you make your curriculum even better
  • 3) To have more comments from you all to learn more about what you need and respond to them with timely videos
  • 4) To visit Anji Play, NZ enviro Schools or Reggio Emilia and tell you everything about my visit.
  • 5) To build a StorykateStories newsletter to 1000 people.

Consider subscribing now https://storykate.kit.com/3e9bad3557

Wait! But that is not all!🎁 Here is a gift from me – ONE day 50 per cent off for ALL payhip products.

Hurry up, it is valid only for one day https://payhip.com/dashboard The Code: is ON0X1W8XQ4 Thank you for all your love, support and feedback!

Storykate

How to write group observations of learning

Featured ~ Storykate ~ Leave a comment

Hey educator! Are you feeling lost and stretched for time when it comes to observing children? All group observations might be the trick to save you time and effort. If you’re wondering how to write group observations in childcare, focusing on the dynamics within a group of children can offer a holistic view of interactions, behaviours, and developmental milestones.

Observing children’s behaviour, learning and development is an essential part of early childhood education. It is also a requirement of the NQS Quality Area 1 – Educational Program. It is a part and parcel of our job as educators. However, conducting individual observations for every child can be time-consuming for educators. A practical and efficient solution is to use group observations. In this article, we’ll explore how group observations can save time, provide valuable insights into child development, and offer three examples of effective group observation practices.

Dancing – is the perfect time to observe children

What Are Group Observations in Early Childhood Education and Care?

Group observations involve observing multiple children simultaneously, usually during group activities like free play, art projects, or collaborative tasks. This method allows educators to gather information on how children interact with peers, work as part of a group, and engage in learning together. Instead of focusing on one child at a time, group observations capture a broader picture of social dynamics, cognitive development, and communication skills.

Why Use Group Observations in Childcare?

1. It saves time!!! – Group observations reduce the need for individual observations, which can be time-consuming. By observing several children at once, you can collect data faster without missing out on key developmental milestones.

2. You can choose the focus – Group observations are particularly useful for tracking social and emotional development. By watching how children cooperate, resolve conflicts, and share resources, educators gain insight into their emotional maturity and social skills.

3. Aligned with the socio-cultural theory – Children often learn and develop best in natural settings, especially when interacting with their peers. Group observations allow educators to see how children apply their learning in real-world scenarios, such as collaborating on tasks or problem-solving together.

How to complete group observations of learning?

To make the most of group observations, it’s important to have a plan.

  • I usually use video, if my presence is required for supervision. As a student, I used to sit back and observe, making notes. You can choose activities that promote interaction, such as building blocks, cooperative games, or group art projects. You can also focus on one group of children at a time and this will help to turn group observations into individual jottings or learning stories later on.
  • Decide on the specific behaviours, dispositions and skills you want to observe, such as communication, teamwork, or problem-solving.
  • Jot down the children’s exact words. I mean it! If the child says “Snakey snake”, you need to write it down or you will forget. During the activity, take clear, concise notes. Focus on key behaviours and interactions that show development in the children.
  • Relate your observations to early learning frameworks to ensure they align with educational goals.

EXAMPLE 1

Pollock style painting

Today, the children played with a new sticky table, which was set up as an extension of their interest in pasting and using sticky tape.

The table was covered with contact paper, making it delightfully sticky and allowing assorted items to stick to its surface. Ethan and Olivia enthusiastically stuck a few leaves onto the table. Olivia, with excitement in her voice, touched the sticky surface and exclaimed, “It’s sticky!”

Ethan, inspired by the sticky tape, came up with a creative idea. The children were fully engaged in this experience, actively exploring, and constructing their knowledge about different materials through hands-on activities and observations.

Their confidence was evident as they fearlessly approached this new experience. The sticky table provided them with an opportunity to explore and experiment, fostering their curiosity and understanding of materials in a fun and interactive way.

Overall, it was a delightful and enriching experience, allowing the children to express their creativity and learn through play.

Possibilities for extensions and future learning

After observing the children’s enthusiastic engagement and the valuable learning experiences they had with the sticky table, we have come up with three questions:

  • Based on the children’s questions and curiosity, educators can design a more structured investigation around the sticky table. They could prepare different materials and objects, varying in textures and sizes, and encourage the children to predict and explore which ones will stick and why. This investigation could involve recording their findings, making graphs, and engaging in group discussions to promote communication and critical thinking.
  • Building on the children’s interest in sticking objects, we can encourage them to create art pieces using the sticky table as a base. They could provide various art supplies and materials, such as coloured paper, feathers, buttons, and fabric, allowing the children to design and assemble their unique masterpieces.
  • Collaborate with the children to design simple science experiments related to stickiness and adhesion. For example, they could explore how temperature affects stickiness or investigate which liquids can weaken or strengthen adhesion. Encouraging hands-on experiments will help nurture their scientific inquiry skills.
  • Take the children on a nature walk where they can collect leaves, flowers, and other natural items. Back at the sticky table, they can experiment with sticking these items, making observations about the different adhesive properties of nature’s treasures.
  • Use the sticky table exploration as an opportunity to enhance language and literacy skills. Read books about adhesion, sticky materials, or nature, and have discussions about the stories. Encourage the children to describe their experiences and discoveries, either through drawings, dictations, or simply written observations.
  • Share the children’s sticky table experiences with their parents or guardians through newsletters, photos, or short videos. Encourage families to continue the exploration at home and involve them in contributing new ideas and materials for the sticky table.

Example 2

Example 3

Observation of art experience (group level)

“Like Pollock” Splat Painting

Before we began the activity, I introduced the children to the renowned artist, Jackson Pollock, by reading a story about his unique painting style. We learned that Pollock used an interesting technique, dipping brushes in paint and flicking them, swinging the paints over his canvas, and even walking on it, adding sand, glass, and other textured materials.

Excited about the “like Pollock” experience, I set up the table with wool on pegs, paints, and sturdy paper. Manaki, Ella, Kokoda, Carter, and Tyrelle eagerly joined in. They picked up the pegs with wool, dipped them into paints, and let the colours touch the paper. Each child had a choice of colours; some chose black and yellow, while others mixed all the colours on the paper or selected three specific colours. Ella was particularly fond of splatter painting and made three pictures in a row.

Analysis

This experience is part of our ongoing project, “Painting Like Great Artists.” We previously explored abstract paintings like Kandinsky, and now, Pollock’s splatter painting continues our investigation.

Throughout the activity, the children embraced a new way of painting and welcomed the challenges it presented. They discovered that wool picks up colours, leaving snakelike traces on the paper. The children at Pinecones are developing their creative skills and expressing their unique personalities through their artwork. Their enthusiasm for painting grows with each day, and they are becoming more confident with every new artistic experience.

What’s Next?

Inspired by the success of our Pollock splatter painting, we plan to explore the techniques of other famous artists. Next, we’ll try “Painting with Scissors” like Matisse, creating Warhol-style pop art with self-portraits, and experimenting with Mondrian’s iconic blue, red, and yellow rectangular compositions. These experiences will further ignite the children’s creativity and appreciation for the diverse world of art.

Group observations provide a window into how children interact with their peers, work through challenges, and grow together in social and cognitive skills.

If you need help in learning how to write learning stories using EYLF – here is your video

Buy the essential guide to writing observations
How do I teach early childhood students to do observations?

What is Pedagogy? Discover Its Crucial Role in Early Childhood Education (2024 Update)

~ Storykate ~ Leave a comment

Introduction: What is Pedagogy in Early Childhood Education?

Have you ever wondered what makes a great early childhood educator? Is it the way they engage with children, the learning environment they create, or the activities they plan? The answer lies in a concept that is central to education: pedagogy.

I challenge you to try to pronounce it without looking up on how 🙂

PED-uh-go-jee

Pedagogy refers to the art and science of teaching. It encompasses the methods and practices that educators use to facilitate learning. In the context of early childhood education, pedagogy involves creating an environment where young children can explore, learn, and develop through play, interaction, and structured activities. Pedagogy is central to how educators understand their role in guiding and nurturing children’s development (Arthur et al., 2018).

Definition of Pedagogy from the EYLF v2.0

The Early Years Learning Framework (EYLF) v2.0 defines pedagogy as “educators’ professional practice, especially those aspects that involve nurturing relationships, curriculum decision-making, teaching, and learning.” It emphasises that pedagogy in early childhood education is holistic, recognising that children learn through play, relationships, and experiences that are meaningful to them (AGDE, 2022).

Understand the importance of pedagogy in early childhood education. Learn how teaching methods and practices shape young learners' development and future success.

Origins of Pedagogy

The term pedagogy originates from the Greek word “paidagogos,” which referred to a slave who led children to school. Over time, the meaning evolved to encompass the broader concept of guiding, teaching, and mentoring children.

In early childhood education, pedagogy draws on various educational theories, including the works of Jean Piaget, Lev Vygotsky, Maria Montessori, and Friedrich Froebel, Rudolf Steiner and even Lev Tolstoy among others. These theorists have contributed to understanding how children learn and develop, influencing the pedagogical approaches used in early childhood settings (Fleer, 2022).

Children learn through play

Pedagogy vs. Andragogy: Understanding the Differences

As a teacher, I work with both children and adults. Hence, I apply both pedagogy and andragogy to my practice. Pedagogy and andragogy are terms often contrasted to distinguish between the education of children and adults.

  • Pedagogy is the practice of teaching children, focusing on the educator’s role in directing and guiding learning (Arthur et al., 2018).
  • Andragogy refers to the methods and principles used in adult education, where the emphasis is on self-directed learning, drawing on the learner’s experiences, and fostering independence (Kearns, 2021). Adult learning has slightly different principles, e.g. adults usually are motivated to learn, they have previous experience, they need to know the “why” and they can learn in less hands-on way. They don’t have to though 🙂

While pedagogy is more prescriptive, with a structured approach to teaching, andragogy is often more flexible and learner-centered.

Pedagogy? Yes!

Core Components of Pedagogy in Early Childhood Education

Pedagogy in early childhood education includes several critical elements that work together to create an engaging learning environment for young children. These are the building blocks of pedagogy

  1. Planning and implementing a curriculum that supports children’s learning and development.
  2. Employing various teaching strategies or methods, such as play-based learning, inquiry-based learning, and guided discovery, to engage children (Arthur et al., 2018).
  3. Continuously observing and assessing children’s progress to inform teaching practices – assessment.
  4. Building strong, respectful relationships with children and families to create a supportive learning environment (Fleer, 2022). In the EYLF , it is a principle respectful, reciprocal relationships with children or 3R.
  5. : Designing physical and social environments that encourage exploration, creativity, and learning (Kearns, 2021). In Reggio Emilia, they call environment as the third teacher.
Reflecting is also part of pedagogy

Different Types of Pedagogies in Early Childhood Education

There are several pedagogical approaches within early childhood education, each with its focus and methodology:

  • Play-Based Pedagogy: learning through play, allowing children to explore and learn at their own pace (Fleer, 2022).
  • Inquiry-Based Pedagogy: educator encourages children to ask questions, investigate, and discover answers through guided exploration (Kearns, 2021).
  • Reggio Emilia Approach: teachers focus on child-led learning, where educators follow the interests and needs of children, fostering creativity and collaboration (Arthur et al., 2018). The role of environment and documentation is significant
  • Montessori Method: more structured activities (“work”) and carefully selected materials to promote independence, concentration, and a love of learning (Nursery Resources, 2022).
  • Forest School Approach: educatora engage children in outdoor learning, fostering a connection with nature and allowing them to take risks in a controlled environment. Nature is views as a co-teacher.

Pedagogy in the Australian Context

In Australia, pedagogy in early childhood education is shaped by the EYLF and NQF, which promotes a holistic and integrated approach to teaching and learning. Australian pedagogy is mostly play – based, child-centered, includes the notion of intentionality, child – centered, which means that children are viewed as active participants in their learning journey (AGDE, 2022). It includes sustainability and welcomes nature pedagogies; it is valueing cultural diversity, cultural responsiveness and embedding Aboriginal and Torres Strait Islander perspectives into the curriculum (Early Childhood Queensland, 2022). It focuses on 5 learning outcomes from the EYLF and is based on 8 principles and 7 practices. Of course, it includes reflective practice, where educators continuously evaluate their methods and the impact on children’s learning and development.

The Impact of Effective Pedagogy on Early Childhood Development

How important is pedagogy? It is super important, to say the least. Effective pedagogy in early childhood education can have a profound impact on a child’s development. By using intentional teaching strategies, educators can foster cognitive, social, emotional, and physical development. The right pedagogical approach helps children build critical thinking skills, develop language and communication abilities, and cultivate a love for learning that can last a lifetime.

Why Pedagogy Matters in Early Childhood Education

Pedagogy matters in early childhood education because it directly influences how children experience learning. The methods and practices that educators use not only shape the educational environment but also impact children’s attitudes towards learning, their self-esteem, and their overall development. A well-implemented pedagogical approach can create a positive and enriching experience for children, setting the foundation for future academic and personal success. Now, consider what is YOUR pedagogical approach like?

FAQs About Pedagogy in Early Childhood Education

  1. What is the difference between pedagogy and curriculum?
    • Pedagogy refers to the methods and practices of teaching, while the curriculum is the content and experiences provided to support learning. Curriculu is about ALL interactions, routines and experiences happening in the centre today.
  2. How does pedagogy influence child development?
    • Pedagogy shapes how children interact with the learning environment, influencing their cognitive, social, emotional, and physical development. It is a special practice that is developed on evidence about how children learn.
  3. What are some common pedagogical approaches in early childhood education?
    • Common approaches include play-based learning, inquiry-based learning, the Reggio Emilia approach, Montessori method, and Forest School approach. Which one do you like more?
  4. Why is reflective practice important in pedagogy?
    • Reflective practice allows educators to evaluate the effectiveness of their teaching strategies and make informed decisions to enhance learning outcomes.
  5. How does the EYLF guide pedagogy in Australia?
    • The EYLF provides a framework that emphasizes holistic, child-centered, and culturally inclusive teaching practices in early childhood education.
  6. Can pedagogy be adapted to individual children’s needs?
    • Yes, effective pedagogy is flexible and responsive, allowing educators to tailor their methods to meet the unique needs and interests of each child.

Final thoughts…

Understanding pedagogy and its importance in early childhood education is crucial for creating an environment where young learners can thrive. By focusing on intentional teaching practices, educators can ensure that children receive the best possible start to their educational journey. Whether through play, exploration, or structured activities, the right pedagogical approach can make a lasting impact on a child’s development and lifelong learning.

Now… do you know what pedagogy is?

CHAT theory or activity theory by Engestrom

~ Storykate ~ Leave a comment

Have you heard about CHAT theory?

Cultural-Historical Activity Theory (CHAT) is an evolved framework from Vygotsky’s original cultural-historical psychology, further developed by Leontiev and EngestrĂśm. It gives educators lens to analyse and understand children and families, focusing on the interaction between children and their socio-cultural context.

CHAT origins

Vygotsky introduced the idea of mediation, where human actions are mediated by cultural tools and signs (EngestrĂśm, 2007). They focused the role of cultural artifacts in shaping mental processes.
Soviet psychologist Leontiev expanded this framework to include collective activity, integrating community and division of labour, thus providing a more systemic approach to understanding activities (EngestrĂśm, 1987).
EngestrĂśm further developed the theory to address networks of interacting activity systems, highlighting the importance of resolving contradictions through expansive learning (Roth, 2007).

Key Concepts

An activity system includes components such as the subject (individual or group), object (goal), mediating artifacts (tools), rules, community, and division of labour. This system helps understand the dynamic and complex nature of human activities (EngestrĂśm, 1987).
Expansive Learning is the process involves identifying contradictions within the activity system and resolving them through collective learning and innovation. It is a cyclical process with stages like questioning, modelling, implementing, and consolidating new practices (Bligh & Flood, 2015; EngestrĂśm, 2016).
Contradictions are critical for driving change and development within an activity system. Types include dilemmas, conflicts, critical conflicts, and double binds, each requiring different resolutions (EngestrĂśm & Sannino, 2011).

What does it mean for you as an educator?

CHAT has been widely applied in educational research to understand how social interactions and cultural tools mediate learning. You can consider meal times or slee times and how you can tap into the family context. What tools, like verbal guidance can you use to support children, how can you value cultural tools families already are using with children.

Watch this video to learn more about CHAT –

https://www.youtube.com/watch?v=cr5JiWvhT2M


Introduction to Cultural-Historical Activity Theory (CHAT). This video provides a concise introduction to CHAT and its key concepts.