We all started with early years – it’s absolutely fundamental to who we are, how we interact with the world and (from an educator’s point of view) what we want to learn and how we go about doing so. EY education confronts basic teaching issues of learner motivation, the role of the adult, learner-led independence and exploration, and the difference between Knowledge and Know-how.
Most important to my EY practice is the exploration of the links between adult-initiated and child-initiated music-making: the way one affects the other. This requires the leader:
As an example, here are three improvised songs by 3 year olds. One child responds to a finger puppet to create a song. Two others hear this and copy, inventing their own versions:
"The reduction of higher feelings to superficial emotion, of sense to information, of activity to tasks, risks causing the disintegration of children's minds." – Claxton/Wells: Learning for Life
"Children need to figure out what’s going on around them – they have a kind of explanatory drive. This drive pushes them to act in ways that will get them the information they need; it leads them to explore and experiment. The apparently pointless activities we call play often seem to be the result of this drive." –Gopnik, Meltzhoff and Kuhl: How Babies Think