The importance of the child’s Interests within Practice

The importance of the child’s Interests within Practice

Fundamentally, including the child’s interest’s within early childhood enhances the child’s learning and possibilities. It promotes child led art and activities. It enhances a child’s experiences within early childhood. It enables the child to feel that their interests are important within practice. This may be foreseen when the child is playing within a specific activity. For example, noticed the child had an interest in safari animals such as lions or zebras while playing with a safari sand activity. The early years educator may further enhance this interest. This may include exploring the animals within the safari, safari water play or creating a safari puppet using materials including recyclable materials. This is way a key system within early childhood is important. The key person may have 6 children of whom they enhance a child’s experiences and areas of interest. This includes a weekly planning sheet with the other educators within the room. The educators may become aware that more children have a specific interest and enhance this experience for the children. It is difficult to include each and every child’s interests. However, sometimes their interests may be within other children’s interests. For example, child A has an interest in safari animals, while child b has an interest in birds. The educator could enhance the learning with including birds that are within the safari element.

The educator may help the child to find their interests. This may happen within exploring, thinking, questioning and listening to the child’s conversations with other children. For example, child C may say “I really liked the story about rainbows”. This enables the educator to enhance the child’s interest in rainbows. This may include when rainbows appear, what colours are in the rainbow and the song the colours of the rainbow. The early years educator including the child’s interest in practice is enabling the child’s voice and respect from others. Fundamentally, the child’s voice should always be heard within practice and everywhere.

In finding the child’s interest, it may be from a story that has been read to the child. For example, a story about dinosaurs may enhance an interest in dinosaurs. This may include types of dinosaurs or if that specific dinosaur flies. It may be within sensory activity such as using shaving foam and paint. A child may like the sensory aspect of pretending the shaving foam is ice cream or a different element of food. Children’s interest’s within activities may include recycling. The educator may notice that child A likes to use recyclable materials during creativity. For example, using yoghurt tubs, boxes or old magazines to create pictures and art. This could be explored further such as a compost area outdoors. The educator may notice that child A spends time at the lego area in creating new things. This could be explored in areas such as setting the child a task or asking the child what they are building. This may be a theme such as on Monday child A built a car and on Tuesday child A built a garage. This may show that the child has interest in exploring a car garage or how a car is fixed. The educator may have a video or a book exploring a mechanic’s job. Enabling a child’ interests inspires children to learn and have fun in learning. This enables the child to feel happy and a part of their learning. It shows the child that their uniqueness and learning is important.

“As soon as a children find something that interests them they lose their instability and learn to concentrate”.

Maria Montessori

“The essential thing is to arouse such an interest that it engages the child’s whole personality”

Maria Montessori

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