Child-initiated Learning by Lindon Jennie. Hughes Cathy

Author:Lindon, Jennie.,Hughes, Cathy.
Language: eng
Format: epub
Tags: child-initiated, learning, self-chosen, observe, first-hand environment, planning, skills, adult-led, groups
ISBN: 9781907241703
Publisher: Andrews UK Ltd.
Published: 2012-05-25T04:00:00+00:00

Sustained: In sustained shared thinking the exchange between adult and child, or a very small number of children, lasts more than a moment. SST is not about adults ‘helicoptering’ in, dropping off a comment or question and zooming off again. Adults stay for a reasonable length of time – sitting with children or otherwise close to them and fully engaged in the focus of attention. The examples from the EPPE research also show that communicative sequences which engage children do not necessarily happen within a single conversation. When adult and children are in a sustained relationship, then either partner often returns to a conversational focus after time and some thinking.

Attentive early years practitioners will recall previous conversations and shared experiences. When you know individual children, their further questions or comments do not appear to be from nowhere. You will grasp the link, although not always straightaway, because young children do not always give you a recap. You can get your bearings with a friendly question like, “Are we talking about..?” or even, “I’m a bit lost about what you mean by…. Please give me a clue.” Your own strategy of recall and connection will often guide the child. For instance, when you return to a conversation you may need to make a link like, “Do you remember when we… Well, I’ve found out about…” It is likely that children will follow your model and make it easier for you to make the thinking jump with them.

Shared: there are at least two partners in this communication and there is definitely a give-and-take between the adult and child(ren). The flow of SST is not exclusively about adult-led activities and it certainly is not about a set of questions that practitioners prepared earlier. The original EPPE research focussed on how attentive early years practitioners came alongside young children in their child-initiated activities. However, the same sensitivity to your own adult communication will be very supportive of those times when you have initiated, and maybe led, an experience for children. Your communication which supports SST will be part of how helpful adults welcome the situation when young children themselves mentally and physically seize a good idea and take it off in their chosen direction.

Thinking: the experience is thoughtful, for both parties. SST is not about adults setting the agenda and leading children all the time. Practitioners will often be provoked to rethink and will certainly learn something new about this child or very small group. Child and adult thinking may be done out loud in words or through actions relevant to the current, shared enterprise. Sometimes, you will say as much as the child with whom you are talking. However, the measure of close adult involvement is not based on quantity of talking time. Sometimes, practitioners listen to a child’s conversation, or the exchange between two or three children, for more of the time than they add a comment themselves. You learn by close attention and can better judge what you could offer in the future.

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