Supporting children’s active learning

Children certainly seem to be most highly motivated when they’re involved in activities they’ve chosen themselves. Find out what can adults do to encourage this motivation and concentration. 

Good for looking at

  • The characteristics of effective teaching and learning
  • Specific praise
  • Observation
  • Following children's interests
  • Resources
  • Stimulating challenging environment
00:07
Children certainly seem to be
00:08
most highly motivated when they're involved in activities
00:11
they've chosen themselves.
00:17
Heavy.
00:19
So adults can encourage this motivation
00:21
and concentration, by providing interesting resources
00:25
that are based on the children's interests.
00:29
It's heavy.
00:34
An environment that's stimulating
00:36
and gives opportunities for challenge
00:38
will encourage children to push themselves,
00:41
as they get involved in their chores and activities.
00:53
Yay!
00:55
I did it!
00:56
Plenty of time is important for them,
00:58
as they really get absorbed
00:60
in what they're trying to achieve.
01:02
Yeah.
01:03
What have we got here?
01:04
Flour.
01:06
When adults do plan activities for children,
01:08
they should be based on their interests.
01:11
Some flour.
01:14
If children don't seem to be able
01:16
to get involved in activities,
01:18
then maybe calmer surroundings
01:20
or sensitive redirection of attention can help.
01:23
What do we need to use?
01:24
Tyler, do you want to put your hands in?
01:26
Look.
01:28
Can you make some space for Tyler?
01:31
Tyler, come and stand next to Vinny, this way.
01:38
Give me your hand.
01:41
Give me your hand.
01:47
It's soft, Tyler.
01:49
Soft.
01:54
Mix the flour.
01:56
Mix the flour.
01:58
That's it.
01:60
Squeeze it.
02:02
Squeeze.
02:06
Squeeze.
02:07
Squeeze.
02:09
Look!
02:09
Yeah.
02:10
More.
02:11
Yes.
02:15
More.
02:17
More.
02:18
More.
02:19
Yeah.
02:20
Oh, look, we need to squeeze all this together.
02:23
Would you like some more on your flour?
02:25
Yeah.
02:26
Let's have a look.
02:27
Mix the flour with the water.
02:31
Responding to attempts at persevering,
02:33
as children keep trying, is much more beneficial
02:36
than praising end results.
02:38
Layla-Rose, wow.
02:41
Did you cut that whole piece off yourself?
02:44
Excellent work.
02:51
Reid, look, can you see the little hooks?
03:19
Did it work?
03:22
This arm hurts.
03:23
It's hurting a little bit, is it?
03:25
Do you know what happens?
03:25
When you use the scissors, like this, when you open them
03:29
and you see this bit here?
03:31
Well, it has to work really hard to open and close
03:35
and open and close and it starts to ache a little bit,
03:38
doesn't it?
03:39
That's why you have to just keep practicing with your hands
03:42
and your hands will get stronger and stronger and stronger,
03:45
but it's because you've done so much cutting,
03:48
that's why it's starting to ache.
03:51
Which bit were you trying to cut?
03:55
Do you want to go around there?
03:57
Are you trying to get the flower off?
03:59
Shall we do the last bit?
03:60
Yeah.
04:02
Praise should be specific
04:05
and relate to the way children have contributed
04:07
to their own learning.
04:09
The best rewards are those that come from within themselves,
04:13
as children gain immense satisfaction
04:15
at what they can achieve.
04:16
And we're nearly done?
04:18
Yeah.
04:19
You are just brilliant at cutting.
04:22
Yes!
04:24
High five!
04:27
Excellent work, I'm so proud.
04:30
And watch the ball, it's gonna get bigger.
04:32
Praising children in a general way
04:35
doesn't really help them to be self-motivated.
04:38
Well done or good boy, as rewards from adults,
04:42
don't let the child know what he has done well.
04:45
Look, look.
04:49
Are you blowing the ball up?
04:51
Work hard at blowing it up.
04:54
Praise should be specific
04:55
and relate to the way the child has contributed
04:58
to his own learning.
04:59
Using those strong legs there, aren't you?
05:02
You must eat your dinners up.
05:05
Leave it, she's following you.
05:10
Look at our ball!
05:13
You gotta blow!
05:22
Is it blowing through here?
05:24
It's going.
05:28
Yeah?
05:35
And then I blew all them balls up last week.
05:38
It took me so long.
05:40
And I got very, very tired.
05:45
Are you getting a little tired?
05:50
You having a quick rest?
05:52
The best rewards are those that come from
05:54
within the child himself.
05:56
Nearly there.
05:58
'Cause he gains immense satisfaction
06:00
at what he has managed himself.
06:00
I did it!
06:02
You did it!
06:05
Look at that ball.
06:10
Getting another one?
06:14
Another one, another one!
06:17
Sorted it, Finn.
06:19
'Cause, you know, this morning,
06:20
Finn had something for, was it Sam?
06:23
Yeah.
06:24
And you didn't know what to do
06:24
and he was wondering what to do
06:25
and then he had a good idea, thought all by yourself
06:28
to put it in his tray and then said, "Sorted!"
06:31
Didn't you?
06:32
Yeah, put it in there, into his tray and then.
06:35
He was really pleased
06:36
'cause he'd sorted it himself,
06:37
'cause I think, Finn, when you came into reception,
06:39
I don't think you'd have thought, in September,
06:41
when you'd just came in,
06:42
you weren't really used to sorting everything by yourself,
06:44
were you?
06:45
Sometimes you used to get a bit cross, or worried.
06:48
Yeah.
06:48
And now,
06:51
you come in and have a think and sort it.
06:51
It's brilliant.
06:51
I was very, very proud of you.
06:52
So help from adults shall be provided
06:54
sparingly and withdrawn as soon as the child
06:57
can continue himself.
07:00
What?
07:01
Ready?
07:02
Get set, go!
07:06
Go!
07:13
Ooh, careful.
07:18
Oh, too far.
07:22
Go, go!
07:25
Supports should be sensitive
07:27
and based on close observation.
07:41
Ah!
08:02
Children need to struggle to be good learners.
08:05
They should be encouraged to know that they can learn best
08:07
from their own efforts.
08:14
And then you cut another bit, like that
08:18
and then you put glue down here,
08:24
then you fasten it, like this.
08:31
Anna, shall I tell you how I made that shape?
08:35
I had the idea because this was already folded, like that
08:40
and then I folded it right up, like that
08:43
and then I sellotaped it and now I've done it
08:46
and I'm gonna make it.
08:49
I like your drawing.
08:51
I know, it's meant to be a village
08:52
and I've done loads more things than anyone, haven't I?
08:57
And I glued this on.
08:60
There, I think I might fold and do all of mine together now.
09:04
This will actually be quite big.
09:08
Can I show everyone this?
09:09
You can, when you've finished.
09:10
Okay.
09:13
Amazing.
09:19
It's a little village and this is a red tent
09:21
and this is the last flower,
09:24
'cause everyone else has been picking all the other flowers
09:28
and this is the road, if you've got a car,
09:29
from the beach,
09:32
or if you've been camping, you can go up to the beach,
09:33
or if you want to go all the way back.
09:35
The enjoyment that's essential for involvement
09:39
in learning comes as children have an intrinsic feeling
09:41
that they can keep trying
09:44
and achieve and learn for themselves.
09:48
And this is a lighthouse, up here
09:51
and that's a little man with a parasol.
09:53
Oh, Anna's worked very hard on that, this afternoon,
09:54
hasn't she?

Watch next

Loading
Watch Playing & Exploring - Introduction

Playing & Exploring - Introduction

1:05
Watch Playing & Exploring - Exploring

Playing & Exploring - Exploring

2:57
Watch Playing & Exploring - Playing with what they know

Playing & Exploring - Playing with what they know

5:53