Working in early childhood education, we are all familiar with allowing our students time to play and explore. Free play gives space for original and creative ideas to develop. It allows for the re-creation of what students have experienced in their daily lives. It allows for storytelling. It allows for the practice of social and emotional skills. Language, fine motor, and mathematical skills may even be practiced naturally.
I continue to see examples of this every day.
As teachers, or parents, we play multiple roles. (No pun intended.) Simply observing can help us get to know children better or allow us to share the experience and deepen connection with them, while still giving them space and freedom. Sometimes, they might need someone to join in; they might even ask us directly. Even without direct involvement, it can be valuable for their language development and to support them in extending their thinking through open discussion about their activities. Even in free play, there might be moments when non-intrusive intervention is needed if they require our support.
Play activities and interests can be long-term. Often, we can support children over time to take their ideas and practical activities further—through classroom provocations, discussions, or idea brainstorming.
On the other hand—and it’s often not a matter of “right” or “wrong”—rather than becoming actively involved early on, it might sometimes be better to sit back and see the direction students take on their own.
Over the past fortnight, on several occasions, a small group of girls in my class of 5–6-year-olds have undertaken a self-initiated activity in which two or three of them draw identical (or near-identical) pictures at the same time. I have only observed once they were already underway, having been working with other students beforehand. As I’ve watched, they have been deeply involved in both the drawing itself and the story behind it—discussing and examining one another’s pictures carefully to ensure they stay in sync.
Keen and excited to build on student activities and interests, ideas naturally arise. Could I intentionally provide or discuss other opportunities for shared creative expression and encourage them to explore these? Could I introduce possible methods for shared planning that they might use before beginning their work? Perhaps. Indeed, these things may very well come later.
For now, however, I’ve decided to hold back from intervening and to allow them the space to move forward on their own. They are already confident in their thinking and ideas and have spoken with depth and enthusiasm when we’ve discussed their drawings. They know the resources and materials available in the classroom. They have plenty of experience working together. Wonderful and beautiful things can emerge when we allow next steps to unfold naturally. The girls are already leading the way. For now, we observe attentively—and see what happens.
There are times when this is necessary. Reflect on what possible interventions and next steps might be. Always remain observant and ready. It’s probably not necessary to act on every observation, but equally, we don’t want to miss the moments when thoughtful intervention could make a difference. Still, allow play and creativity to unfold as they should—the best, or at least a suitable, path for learning may be the one that’s happening naturally.