Child-Initiated vs Adult-Directed

In her article in the Beginnings Workshop article collection, "The Intentional Teacher," Ann Epstein observes that the intentional teacher needs to balance both child-initiated and adult-directed activities.

Intentional teachers support child-guided learning when children:

• Investigate how things work by actively ­exploring materials, actions, and ideas
• Establish relationships on their own
• Turn to one another for assistance
• Are motivated to solve problems on their own
• Are so focused that adult intervention would interrupt them
• Challenge themselves and one another to ­master new skills
• Apply and extend existing knowledge in new ways

• Are unaware their actions may be unsafe or hurtful
• Have not encountered materials or experiences elsewhereCannot create systems of knowledge (e.g., letter names)
• Are not aware of something likely to interest them (e.g., the smell of flowers)
• Do not engage with something they need for further learning (e.g., shape names in ­geometry)
• Ask for information or help, especially after ­trying several unsuccessful solutions on their own

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