If we simply aim to follow the child's lead when the specific skills have not been acquired and cannot yet be generalised, we risk the child simply floating, not engaging, repetitive actions, lack of social problem solving skills, inability to ask to play, or aggressive entry into play. There is so much evidence that when we strive to run before we can walk, we miss valuable learning developmental stages. Let's take a moment to reflect on where the children are at before we follow without intention.
The Pyramid Model prompts us to consider where children are at in terms of being able to use a skill in any setting at any time. Skills that for some do come easily, and for others takes a little longer. In our early childhood environment, we are so lucky to have at our fingertips a knowledge or source of information that can provide us with child development expectations. This can guide us as to when it is appropriate to have expectations for any specific learning area.
The way we go about forming our relationships with the children and families at the beginning of any child's Early Childhood journey has a large element of intentionality to it. We discover children's interests and strengths and specific ways to enable a child to have success at our services from the families. We find it out from observing the child in our environment. We intentionally find out information and intentionally seek for more if we require clarification. We then intentionally enable the environment and relationships to develop based on what we know the child will find nurturing, exciting, and comforting enough to promote engagement. Once we have engagement, the child will be able to learn from experiences and opportunities presented to them. In this way, the activity may or may not have been planned, but the drawing upon the opportunity is intentional.
Social emotional competency development is linked in with all areas of learning. From those responsive nurturing relationships and environments, many children will move smoothly from being shown a concept to being able to apply it in general settings. For many other children, however, we need to establish specific intentional teaching strategies that are planned for and reflected upon regularly as the learning journey occurs. We will use the knowledge we have of children's interests and strengths to inform this. In this way, we are following the child's interest to intentionally set up learning experiences. When we know the child has managed to achieve the 'You've Got It!' status in any specific learning area, we can STILL set up learning experiences that intentionally support the child. It is, however, where we may stand back more and the child will be better able to inform us of their needs to enable this growth.
To summarise, if a child is still at the stage where they require teaching of the skill (known fondly as the 'Show and Tell' stage), or even at the 'Practice Makes Perfect' level, you will still be intentionally teaching. This can take place in numerous ways and can include role playing (adult and adult in large or small groups), puppet play (large or small group or one:one), linking strategies required to teach to everyday experiences intentionally, and finding where the child is currently engrossed and join them for the intentional teaching experience where they are at. In fact, the ideas are limitless but you get the picture.
I have linked the article in ECA PLP series, Thinking About Intentions. This explores the difference between being intentional and taking over. It provides some fantastic examples and is certainly worth exploring.
