Some Kinds of Learning Require Instruction and Support!

As we make the learning process visible to children, we can further their learning by coaching them to use tool, materials, and specific strategies. Children are keen observers of the adult world and they are eager to learn and gain greater control over making their ideas and actions understood. Historically, child-centered teachers in the United States have been reluctant to offer models or demonstrations for fear of limiting children's creativity. "Discovering" has been our mantra, and our sacred guideline has been to let children figure out what works and what doesn't. Exploration and discovery is an important aspect for children's learning. Nevertheless, some kinds of learning require instruction, support, and challenge. It's unfair to ask kids to communicate ideas without showing them how to use tools to do so. When we take the mystery out of tools, skills, and processes for learning, children will gain the confidence and ability to pursue their interests.

Mia and Hadley were building in the block area, and Mia asked if I could help her sketch the Temple she and Hadley had built. Mia went over and helped herself to a pen, paper and clipboard. Then she sat down on my lap and asked me to start drawing. Mia asked, "Can I have a turn now?" I gave her the pen. Before she started sketching, she explained to me the first time I asked her to sketch one of her creations (TBS with a indoor pool) she did not want to, because she did not know how; she then explained that she was really happy when she tried it (after I modeled how to sketch), because "I did it!" I told her that, "The most important thing is that she tries and if she has questions or needs support, her teachers and friends are here for her." Hadley overheard our conversation, saw our sketch, and decided to sketch her version of the Temple she and Mia built.

It's not just experiences that children need in order to learn, but also reflection on those experiences which bring about the deepest learning!