GENIAL VIBRANT INFO

6 Ways

Knowing when to step in

Observation

Through observation we get insights into children's interests and how they learn. Observation also helps us to stand back and actively listen to children's ideas and opinions (NCCA, 2009)

Asking the right questions

Active Listening

It is important to ask open-ended questions that encourage children to think about what they are doing. Open-ended questions allow educators to enhance children's learning experiences and communicate with them effectively. (Mac Naughton & Williams, 2009)

It is important to let children speak first and listen to what they are saying. When you listen to their conversations, thoughts and ideas, they feel respected and heard. This will help with communication. (Clarke, 2004)

Scaffolding

When educators scaffold children's learning they help them develop the skills to become indepedent learners. Through effective scaffolding children will achieve things that they may not have been able to do on their own. (Maybin, Mercer & Stierer, 1992)

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Environment

The environment should support children's interests, by having lots of open-ended materials that children can explore. Materials should be easily accessible and children should be given the time and space to work on their own and with others. (NCCA, 2009)

Problem Solving

When children are encouraged to talk about a problem with the educator and other children involved, they develop social skills and learn to resolve conflict. This approach makes children aware of others emotions and the impact their actions have(OECD, 2004)

References:

Clarke, A. (2004). Why and how we listen to young children. Listening as a way of life. Retrieved from:

https://exeter.anglican.org/wp-content/uploads/2014/11/Listening-to-children-leaflet_NCB.pdf

Mac Naughton, G. & Williams, G. (2009). Teaching young children: choices in theory and practice (2nd ed.) Mcgraw-Hill Education (UK).

Maybin, J., Mercer, N. & Stierer, B. (1992). Scaffolding learning in the classroom. Thinking voices: the work of the national oracy project, 186-195. Retrived from: https://www.oerafrica.org/sites/default/files/L%20&%20L%20reader_section%20two-Reading%207.pdf

National Council for Curriculum and Assessment. (2009). Aistear: The early childhood curriculum framework. Dublin: National Council for Curriculum and Assessement.

Organisation for Economic Co-operation and Development. (2004). Starting strong curricula ad pedagogies in early childhood education and care: Five curriculum outlines. OECD. Retrieved from: https://www.oecd.org/education/school/31672150.pdf

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