Acknowledge suggestions that cannot be used and explore alternatives with the children It is not always possible or realistic to follow through on children’s ideas and suggestions. This may be due to a number of constraints mentioned earlier or the child’s idea may not be appropriate for a childcare situation. We should always keep an open mind, however, and first ask ourselves ‘Is it possible?’ — just because it hasn’t been done at your centre before, doesn’t mean it can’t be done. Sometimes, though, it is simply not feasible to follow through and in these situations, it is important to acknowledge children’s contributions rather than simply ignore them. It may be that we can discuss the idea further with the child or children to develop an alternative idea or plan that is feasible for the childcare environment. For example, in the scenario above, one of the children suggested that the books be put up higher so the ‘babies won’t get them and tear them’. We need to explain to the children that babies need books too and ask them what types of books could be kept down low and what books could be kept higher. You can guide the discussion so that the children come up with the alternative of placing board books and thicker paged books on the lower shelves so the babies can access them. In all our interactions with children, we should seek to foster their sense of initiative while being mindful of safety and the rights of others. Erik Erikson stressed the importance of children being able to develop a sense of autonomy and initiative in order to avoid a sense of shame and doubt in their own abilities. This builds the foundation for school-aged children to develop a sense of industry, a love of learning and doing, as opposed to a sense of inferiority.
Acknowledge suggestions that cannot be used and explore alternatives with the children It is not always possible or realistic to follow through on children’s ideas and suggestions. This may be due to a number of constraints mentioned earlier or the child’s idea may not be appropriate for a childcare situation. We should always keep an open mind, however, and first ask ourselves ‘Is it possible?’ — just because it hasn’t been done at your centre before, doesn’t mean it can’t be done. Sometimes, though, it is simply not feasible to follow through and in these situations, it is important to acknowledge children’s contributions rather than simply ignore them. It may be that we can discuss the idea further with the child or children to develop an alternative idea or plan that is feasible for the childcare environment. For example, in the scenario above, one of the children suggested that the books be put up higher so the ‘babies won’t get them and tear them’. We need to explain to the children that babies need books too and ask them what types of books could be kept down low and what books could be kept higher. You can guide the discussion so that the children come up with the alternative of placing board books and thicker paged books on the lower shelves so the babies can access them. In all our interactions with children, we should seek to foster their sense of initiative while being mindful of safety and the rights of others. Erik Erikson stressed the importance of children being able to develop a sense of autonomy and initiative in order to avoid a sense of shame and doubt in their own abilities. This builds the foundation for school-aged children to develop a sense of industry, a love of learning and doing, as opposed to a sense of inferiority.
9216_readings.docx