Choosing Materials
Teacher: We decided to go with more of a loose-parts philosophy, as far as toys are concerned. Each classroom is geared to what the children are engaged in. And I watched the children for a while, and then I just decided to incorporate what their interests were into the rest of the classroom.
Did you see this?
I put out a Keurig carousel that would normally hold the Keurig cups, as more of an inserting tool. Last week, we were all about inserting, so now it's in and out. Now that they have the ability to remove the object, it's not just inserting. So we've moved to that next step. I did the Keurig carousel in a variety of different-sized curlers.
What are you going to do with the curlers?
I want them to problem-solve. I want them to figure out, "This doesn't fit. What can fit?" Yesterday, in fact, I took a picture with my iPad, because we do document everything for our journeys of discovery, and they had put -- one child had put a paint stir stick in their Keurig carousel, while another one was putting a curler, while another one was putting one of those plastic tubes, and they were all working together with all different objects. It was my validation that, “Yes, they are into this. This is engaging. I need to continue this.”
Observing children is crucial for selecting materials and planning activities that align with their interests. By noting what captures children’s attention and how they engage with different materials, educators can create a more engaging and meaningful learning environment. Being responsive to children’s interests fosters a sense of ownership and motivation, while also supporting their development and learning. When activities are tailored to their interests, children are more likely to explore, experiment, and learn effectively. How does this educator remain flexible and adapt to children’s emerging interests?
