Introduction 'Child-initiated learning' is a relatively new term, but it embodies ideas that have been used in early years teaching for a long time. Leading educationalists and psychologists such as Jerome Bruner (1915-), Susan Isaacs (1885-1948), and Loris Malaguzzi (1920-1994), believed in learning that was created and led by children themselves. The benefits of this approach to children's learning have been observed and recorded repeatedly, most recently in the Effective Provision of Pre-school Education project (EPPE), whose research supported the development of the EYFS framework (Wood, Practical Pre-School, 2006). The expectation that settings should facilitate child-initiated learning is stated clearly in the Statutory Framework for the EYFS: 'All the areas must be delivered through planned, purposeful play, with a balance of adult-led and child-initiated activities' (p.11). However, child-initiated learning can be seen as an enormous challenge to practitioners, lacking the definition and structure of tightly planned, adult-led, activities. Learning to let go a little, to appreciate the valuable learning that starts from the child's ideas, and to play a supportive role in that learning are rewarding and necessary skills in an early years setting. What is Child-initiated learning? Child-initiated learning is primarily learning that stems from activities that are generated by the child. It is not governed by the achievement of an end product, but by the ownership of the child over the process of their learning. Lindon gives a clear explanation by defining the word initiate : 'Initiate means to begin or start, to enter upon an action or activity, to introduce or set something going, to originate. So to be truly child-initiated experiences or activities have to be genuinely chosen and organised by children' (in Featherstone, 2008, p.11). Moyles gives another definition that highlights the child at the centre of their learning: 'In child-initiated situations the child is at the heart of decision-making: the experiences are often child-inspired, child-directed, child-led, child-managed and child-rich!' (in Featherstone, p.32). These two definitions sum up the principles of child-initiated learning in their purest form. Skilled practitioners who are guided by these principles can facilitate learning that is led by the child in many different situations. For example, when an activity that has been set up by an adult is taken in another direction by the children, the practitioner can follow this new lead (Lindon). The benefits of this approach to the children in a setting are numerous. Even infants and very young children can express interests and preferences and initiate play and exploration with the things around them. They are able to follow their own interests at their own pace, alone or with friends. They will get a real sense of achievement from successes and sort out mistakes. They can explore their creativity and imagination and demonstrate their potential. Child-initiated learning and Play Child-initiated learning and play involve children learning from first hand experience. Play is often (and should be) inspired and controlled by the child as they follow an individual schema or the interests of a small group. However, play can be nudged by specific, adult-chosen resources, and not everything a child might initiate could be called playing (Wood, 2006). Child-initiated learning happens within children's play, but it is not necessarily always happening within a play context. Wood points out that it is also important for practitioners to observe play in the knowledge that being busy is not always the same as a child finding meaning and understanding from their activity: 'Just because children are busy does not automatically mean that they are learning' (Practical Preschool, 2006). Child-initiated learning and Sustained Shared Thinking Sustained shared thinking is another term that features in the EYFS. Duncan and Lockwood describe it as 'an episode in which two or more individuals 'work together' in an intellectual way to solve a problem, clarify a concept, evaluate activities, extend a narrative etc.' (p.170). The EYFS gives its own definition: 'Sustained shared thinking involves the adult being aware of children's interests and understandings and the adult and children working together to develop an idea or skill' (card 4.3). The EPPE found that the partnership between adult and child required for sustained shared thinking to take place was most often facilitated by settings rich in child-initiated learning (Wood and Attfield, 2005). Sustained shared thinking is about co-learning with a child, following their lead while extending their experience in a way that they would not be able to achieve on their own. Child-initiated learning and adult-led activities Adult-led activities generally have specific resources and a specific aim. Typical adult-led activities are those that require an adult for safety or organisational reasons, such as using woodwork tools or cooking; playing with or setting up resources yourself and inviting children to join in; or taking the lead in an unplanned situation when it seems appropriate (Lindon, 2008). Adult-led and child-initiated experiences will co-exist in a setting. In both there is a place for sustained shared thinking, and adult-led activities still provide opportunities for practitioners to be co-learners as children gain confidence with resources and situations. The EYFS is clear that settings should 'ensure that there is a balance of adult-led and child-initiated activities' (card 4.3). The role of the practitioner in child-initiated learning Child-initiated learning is, of course, about the child, but it is also about the adult and their approach to children's learning. Giving children free reign in a setting and removing adult involvement altogether is not the same thing as a child freely choosing and directing an activity with an observant, accessible adult present. There is always a role for the practitioner in child-initiated learning, whether it is as a quiet observer, an invited guest, or as a co-learner who has chosen to join in. The idea of the adult as a co-learner and co-player, in partnership with the child in their activity, is a key part of successful adult involvement in child-initiated learning. Moyles looks to the role of the adults in Reggio Emilia schools for inspiration, who see themselves as guides in children's experiences. Duncan and Lockwood prefer the concept of the practitioner as an intervener rather than interrupting or interfering: 'The term intervention implies a more complex role for the adult as supporter, facilitator, enabler, negotiator, informant and instructor' (2008; p.156). It is a delicate role, requiring sensitivity, knowledge of each child, an ability to tune into the child's agenda and a willingness to let go of your own. The EYFS explains that good practitioners 'are able to tune in to, rather than talk at, children, taking their lead and direction from what children say or do' (card 2.3). Another important role for the adult in child-initiated learning is to provide a setting that supports independent learning. Resources should be rich in possibilities and accessible to the children. Children can then be autonomous in their choices and truly initiate their own learning experiences. Lindon explains that practitioners should also be flexible about space and time: 'Good early years practice leaves plenty of scope for children to find and choose play materials and to move them to where they need them for their play' (in Featherstone, 2008, p.14). Assessment and Planning in the context of child-initiated learning The search for the best way to provide evidence of children's experiences and to extend individual learning journeys is always at the forefront of good early years practice. Matching the requirement for documentation with the open-ended spontaneity of child-initiated learning can appear daunting. The EYFS acknowledges the challenge of 'gradually giving children greater independence in their learning while retaining control over the curriculum' (card 4.2). It is the 'safety net' of having adult control that often inhibits child-initiated learning. Lindon recommends a gradual approach: 'Try letting go a little at a time: chaos will not follow' (in Featherstone, 2008; p.18). She believes that planning should be simple and flexible, supported by a rich learning environment: 'Practitioners then need only to consider one or two special experiences or opportunities for the day, which children can join in or not as they wish...the overall goal is that children are enabled to learn' (in Featherstone, p.15). A rigid planning structure leaves no room for exploration of materials before they are used, repetition of a popular activity, or continuation of a child-initiated game from the day before. Wood and Attfield warn that topic-related planning will squash children's agendas because their interests may not fit into the current theme. Like Lindon, they advocate flexible planning, with room to 'plan for intended learning outcomes and allow for possible learning outcomes ...because the two are not necessarily the same' (p.161). Successful planning only exists when informed by good quality observation and assessment. The best opportunities for getting to know what a child can do now and what they are ready to do next come from experiences that have been initiated by the child. Adult-led activities often have a set path with a clear goal at the end, which the children may or may not reach. Those initiated by the child are full of possibilities and self-motivation: 'When children freely select activities or play experiences, they are more likely to concentrate, develop new and existing skills and see the activity through to a conclusion' (Daly et al, 2006; p.187). These are the ideal moments for observation and reflection. Records can then be an individual patchwork of notes, anecdotes, and photographs, as opposed to the stiff uniformity of tick lists and charts. While lists and charts offer the security of structure, they do not tell the individual story of a child's learning. Conclusion Child-initiated learning offers young children the freedom to explore and create learning opportunities on their own terms. The EYFS clearly supports this approach. The challenge for practitioners is to facilitate child-initiated learning in a way that suits each individual child and each unique setting. References Learning Through Play: A work based approach for the Early Years Professional, Jacqueline Duncan and Madelaine Lockwood, Continuum International, London, 2008 Play, Learning and the Early Childhood Curriculum, Second Edition, Elizabeth Wood and Jane Attfield, Paul Chapman Publishing, London, 2005 'The value of child-initiated learning' and 'How to support child-initiated learning', Liz Wood, in Practical Pre-School, Issue 67, September 2006 Understanding Early Years Theory in Practice, Maureen Daly, Elisabeth Byers, Wendy Taylor, Heinemann, UK, 2006 'Child-initiated learning: what does it mean, where does it fit and why is it important for young children? Key messages from the Early Years Foundation Stage', Jennie Lindon and 'Empowering children and adults: play and child-initiated learning', Janet Moyles in Like Bees not Butterflies: child-initiated learning in the early years, edited by Sally and Phill Featherstone, A&C Black Publishers, UK, 2008
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