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In the early years classroom, educators make conscious decisions every moment of every day about when to step in and when to step back. When making these decisions, we like to consider the message that our actions might unintentionally send to the child.
For three, four and five year olds, this time of their lives is a primary window of learning that encourages the development of self-awareness and self-efficacy, including the capacity to recognise their own strengths and limitations (CASEL Framework, casel.org). The role of the adult can support a child’s developing sense of confidence and encourage a growth mindset when approaching new situations or challenges.
We are aware that stepping in to help before a child has had a few tries on their own might communicate, “You can’t do this by yourself,” and further reinforces the child’s dependence upon adult assistance.
We are cautious when supplying a model or offering an adult example of an experience, as we might unintentionally be communicating, “What you can do isn’t enough,” and decrease the child’s sense of confidence in taking on the task independently.
Therefore, early childhood educators try to stay in responsive mode as much as possible, trying not to help unless it is specifically requested, and even then, providing the ‘just right’ support necessary to get the child going. We avoid completely taking over or taking control, allowing them to maintain as much agency and ownership over their learning as possible.
For example, when a child asks an educator to draw for them, our response is not to draw but to help think through the steps needed. We might suggest that we look together and think about what shapes or lines we might need, i.e. “I see a long line here, can you draw a long line on your paper?” When we propose experiences like observational drawing, we realise that some of the children’s attempts may look nothing like the subject, but we try to reinforce the overall objective of using observation skills to look closely and notice features of an object, and then to approach the paper with a level of purpose and planning in the marks that are created.
Stepping back
These early years of children’s lives are also a primary window for the development of self-management and self-regulation, including navigating feelings of frustration, building resilience through repeated attempts to reach a personal goal, and showing courage to take reasonable risks. When educators intentionally step back, we offer space for children to make mistakes and encourage them to embrace moments of challenge as learning opportunities.
Particularly when pressed for time, the urge of the adult to step in can be especially powerful. An example of this may be when a child is attempting to dress themselves or put on shoes when we have someplace to go. In these moments, we try to remind ourselves that by taking over and doing it for them, we are preventing them from developing the skills they need to be independent at these daily tasks.
Instead, educators can prompt the child with some questions to help them reflect on the task at hand and the specific steps involved. Some questions may include: What are you trying to do? What do you want to happen? Where is the problem?
We might point out a specific strategy that could be improved in order to reach their overall goal. When putting on shoes, we might coach the child by saying, “First, undo the velcro on your shoe. Next, pull up the tongue to make room for your foot to go in.”
Within all of our interactions with children, whether stepping back to provide opportunities for them to exert their independence or stepping in to offer support when frustration sets in, educators are ever conscious of providing children with the understanding that they are capable and competent.
Check the balance
How adults can guide little learners
- Observe interactions between children and their educators. Notice how independence and agency are being encouraged. Listen to ways in which adults support children without taking over or doing things that children could be doing themselves
- Observe children and their actions for signs of independence and a feeling of ownership over their space and choices in their learning
- Pay attention to how personal spaces are organised to allow children to know where their belongings go, where to put materials away, and what to expect throughout the day
- Look for visual supports that provide children with cues for routine tasks, removing dependence on adults and promoting independent skill application
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