Child directed activity among preschool children

Abstract

The purpose of this qualitative, exploratory study was to investigate what child directed activity may look like in early childhood, what educators think about child directed activity, including why it is important in early childhood settings, and how early childhood educators can promote child directed activity among young children. Participants included 22 educators and two researchers who coded video records for child directed activity. Data sources included 17 video records of preschool instruction that scored high for child directed activity and semi-structured interviews with the educators. Data were analyzed for possible determinants of child directed activity, which resulted in a more refined description of the topic, with a better understanding for why it is valuable. From the video record review, child directed activity was found to have derived from interest and continued with motivation. It required ample time for exploration. Teachers had a role in child directed activity by providing guidance where they asked questions, connected information, modeled behavior, provided choices, and adjusted control. Teachers were also attentive to the needs and interests of children, which seemed to promote child directed activity. Interview analysis showed that educators talked about initiative, motivation, control, frequency, age, teacher-to-child ratio, time, environment, materials, choices, play, and trust when describing child directed activity. Results suggested that teachers who are spontaneous and flexible, and who question children may promote child directed activity. Child directed activity may benefit children's emotional, personal, and social development.