Take your cues from the children. Observe what they say and do before, during, and after your interactions with them. Also, remember that learning is gradual and stepwise, so always begin by supporting children where they are and then “gently” extending their knowledge or skills. For example, if you are planning a small- or large-group time, think about the children’s interests as well as the content area. Suppose the content focus of the group activity is “shapes” (mathematics, geometry). Begin with the shapes you’ve see them spontaneously work with and create (e.g., when they pretend play “kitties,” they may give them round bowls for food and build rectangular houses). Gradually introduce a new shape (e.g., a triangle) and see if and how the children incorporate that word into their play (e.g., they may comment that the kitten’s ears are triangular in shape). Likewise, if you are scaffolding children’s learning during free play, build on their interests. Suppose they are “cooking” in the house area, you might introduce a new vocabulary word to label a utensil they are using (e.g., “I see you’re mixing the cookie batter with a spatula”). See if the children try to use the new word (they may need to hear it several times). If not, don’t force it. Wait a while, until another opportunity presents itself. In sum, observe the children and let them inform you when they need more time and practice where they are and when they are ready and open to learn something new. Like most things in life, a little at a time makes for more lasting change than a whole lot all at once!

The guidelines for child-guided versus adult-guided learning are listed in “The Intentional Teacher” (p. 129). Basically, teachers can intervene more actively (use adult-guided learning strategies) when children: have not encountered the material or experience at home or in other settings; cannot create established systems of knowledge (such as letter names) on their own; do not see, hear, or otherwise attend to something likely to interest them; do not engage with something teachers know they will need for further learning; explicitly ask for information or help; are bored or distracted and need help focusing; appear stalled, discouraged, or frustrated; appear ready for the next level of mastery but are not likely to attain it on their own; are not aware of the potentially unsafe or hurtful consequences of their actions; appear to use materials or actions very repetitively over time; and are conscious of and upset about something they cannot yet do but wish to.

Whether or not we recognize or actively encourage it, young children are always directing their own learning! They choose what to look at and what to listen to, when to hold on and when to let go. The most important skill a new or experienced teacher can employ is observing children to discover what their interests are, how much they understand, and when they are ready to take the next small step forward. Even if children are discouraged from freely exploring materials at home (e.g., parents may be worried about breakage or making a mess), or are used to waiting for permission, they will gradually adapt to the more open environment of the classroom. They quickly learn that different behaviors are acceptable in different settings. For example, in the classroom, teachers let them handle materials in whatever (safe) way they choose, and are interested in hearing them describe their actions and discoveries. Children also observe their peers trying out ideas with adult encouragement and support. As children begin to share these experiences with family members, teachers also have an opportunity to intentionally expand parents’ ideas of how important child-guided as well as adult-guided learning is at home. During informal interactions and scheduled conferences, teachers can share anecdotes that highlight what and how children chose to interact with materials and peers, and what they learned in various content areas by doing so. Regardless of their cultural or linguistic background, parents want their children to succeed. By explaining the important learning that is occurring, and how these skills will help their children do well in school, teachers may be able to expand the behaviors considered acceptable at home. Likewise, by listening to parents about their goals for their children and the activities they share at home, teachers will expand the range of materials and experiences they provide in the classroom.

Goals and plans can – and should – change depending on what the teacher observes happening with the children each day. Remember that a great deal of intentional teaching happens during free play, so intentional teachers are always attuning the content and level of their interactions to whatever the child has chosen to do. For example, a teacher may fill the sensory table with snow with hot and cold (science) in mind, but the children may be more interested in packing the snow into containers of various shapes (mathematics). Even with planned group activities, an intentional teacher is alert to how the children use the materials the adult provides. For example, during a small-group activity, the teacher may have in mind learning goals related to number and provide children with small objects such as counting bears. However, the children may be more interested in creating alternating color patterns with the bears (early algebra) or telling and acting out stories with them (language and literacy). An intentional teacher would scaffold children’s learning based on their interests and engagement.

Intentional teaching can work with any population of children. If the children are not displaying interest in or creativity with the materials, the problem is not with the children but with the adults’ choice of materials. An intentional teacher would offer different materials – one or two at a time – observe what the children engaged with, and gradually expand on those. For example, if the teacher observes that children enjoy squishing materials, the teacher might offer sponges of different shapes and sizes, fingerpaint, or wet sand. If the children show interest in the sponges, the teacher might then provide different types of containers for them to fill and empty with liquids (exploring spatial relations, an area of mathematics). Likewise, if children do not appear interested in being read to or singing songs and chants, an intentional teacher would look for different books that capture their interest or simpler songs and chants they can join in on. I agree that our role as adults to open up a world that children might not encounter in other settings. However, I also believe that all children are “eager to learn.” If we use our senses to observe their natural interest in exploring the world, we will discover the materials and experiences that engage them in this process.

The idea of intentional teaching applies to any age or ability group, from infants and toddlers up to adults. A great deal of sensory-motor learning in these earliest years is child-guided. Very young children seem to push themselves to learn and practice new skills until they quite literally drop from exhaustion! But there are also many opportunities for adult-guided learning, primarily because infants and toddlers depend on us to bring much of the world to them before they can access it on their own. We know from research, for example, that it is especially important for parents and teachers to talk with infants and toddlers. The more words – and the greater variety of words – they hear in those early years, the better their subsequent language and literacy development. Other experiences that adults intentionally provide also build up content knowledge and skills include shape puzzles (mathematics), finger paints (creative arts), and unrestricted space to exercise large muscles (physical development). Parent education should also be intentional. Think about the critical lessons you want parents to understand about early child development and their role in supporting it. For parents, I think it is most important to help parents understand how much their children learn through the informal family interactions that occur during daily routines. Diaper-changing is a time to talk and sing, mealtimes or lying on a blanket on a sunny, breezy day offer a variety of sensory experiences. Once parents are aware of the opportunities for learning, they can intentionally provide materials and communicate with their children.

I agree wholeheartedly that intentional teaching can and should occur in any developmentally based early childhood curriculum. Balancing child-guided and adult-guided learning is the essence of best practices because it is doing what is most appropriate for each child at any given time and for any given content area. To encourage the use of this approach, professional development should focus on three things. The first is observation. Adults need to “objectively” watch and listen to children to pick up the cues they send: What are children interested in doing and learning? How much do they already know? Do they need more time and support at their current level to solidify their knowledge and skills and feel successful? Are they ready to take the next small step? The second focus of professional development should be child development. Teaching and parenting are greatly enriched by an understanding of how young children grow and learn. Not only does having this knowledge benefit children, it makes nurturing them more rewarding for adults. Finally, adults need to be knowledgeable about the different content areas in which early learning takes place. [Note: That is why “The Intentional Teacher” is organized by content areas.] To scaffold children – to support and gently extend their learning – we need to be aware of the knowledge and skills that make up each content area. For example: How do children develop ideas about distance (mathematics)? When and how do children become aware of their own and others’ feelings (social and emotional development)? When do children switch from trial-and-error to more systematic attempts to answer their own questions about how the world works (science)? We don’t have to be “experts” in each content area, but we do need to understand how early learning progresses in order to be intentional in our teaching. Perhaps the “best practice” of all is learning about each area together with the children.

Child-guided and adult-guided learning are equally effective and equally necessary. Our job as educators is to determine when and how each type of learning best serves an individual child and the class as a whole. It’s interesting that we don’t ask, “Which is more important: fruits or vegetables? grains or proteins?” A balanced diet requires a variety of nutrients. Likewise, a balanced education requires a variety of “foods” for thought. It’s natural to want different foods at any given time (e.g., oatmeal for breakfast one day, cold pizza the next). We can satisfy a child’s appetite for learning by providing different types of experiences. And just as we tune into ourselves to know what and how much we want at each meal, we need to tune into children to determine what and how much they are ready to learn at any given time.

Guidance is not the same as direction. A guide helps others get where they (not the guide) want or need to go. A director takes over and imposes his or her vision or destination. I chose the terms “child-guided” and “adult-guided” for “The Intentional Teacher” because I shared your concern that the latter not be misinterpreted as an endorsement of highly directive instruction by adults. On the other hand, suggesting that children direct all of their own learning is neither realistic nor fair to children. I think our core belief is not child-directed or child-initiated learning, but rather helping children experience and enjoy all the wonders the world has to offer, and preparing them to lead meaningful and fulfilling lives. Of course, this means sharing and supporting children’s interests. But it also means offering them opportunities they might not “direct” themselves to or know to ask us for. There is nothing wrong in the early childhood field acknowledging that there are times when children cannot get to where they want or need to be on their own. We do not hesitate to intervene when children face physical danger; in fact we take the lead to prevent injury and illness. Why shouldn’t adults also play an intentional role when children face the “danger” of not being able to form friendships, learning to read for pleasure and information, or discovering a world of creative arts that spans genres, times, and cultures? Sometimes our fears make us overreact and lose our sense of balance. If we allow ourselves to be intimidated by the words “teacher-directed instruction,” we may lose the courage to affirm that adults can also serve children by occasionally initiating and guiding their learning.

Hi Gayla,
The Q and A session will take place during the week of February 21–25. Ann Epstein will respond to a selection of questions during this week at times that are convenient for her. At this point anyone can participate in these sessions -- they are open to the public. The sessions are available as an archive after the event as well. Here is the archive of past events:
http://www.naeyc.org/onlineevents#Past_Events
Susan Friedman
Executive Editor, Digital Content
NAEYC