Allowing time for practice

Develop a program that allows plenty of time for children to try to do as much for themselves as they can. Children who are rushed can become frustrated, uncooperative and less able to function.

Time is something that affects many people, in different ways. It determines how long is spent at work and at home, it determines when we eat and sleep. It is not like that for all cultures. Some lifestyles exist with a different sense of importance placed on time.

In many long day care centres, the day is centred on meal times, staff lunch breaks and staff and children's arrivals and departures. This is primarily due to government legislation and union rules that control how long staff can work before taking a break, how long breaks should be, and other similar 'rules'. It has also been suggested that children need the day to be broken into regular blocks of time so that they may be able to predict what will be happening next.

Regardless of the approach that your child care facility chooses to use, the following point is important: Make sure that enough time is made available for the child to do the task they have undertaken.

It is important to develop a program that allows plenty of time for children to try to do as much for themselves as they can. Children who are rushed can become frustrated, uncooperative and less able to function.

Giving children enough time to allow them to explore and master their chosen skills in an unhurried way will provide them with a safe experimenting ground.

It is also important to try and design routines that allow children to follow their own natural flow and foster the development of their autonomy.

Consider the following case study.

Stephen is learning to wash his hands. He's spending time playing with the soap and turning the taps on and off. As a caregiver, what would you do now? Click on your choice from these options.

Tell Stephen to hurry up washing his hands as he is wasting water.

Leave Stephen alone to finish exploring.

Tell Stephen that even Ming can wash her hands quicker than he can.

Encourage Stephen in his exploration.

No, you shouldn't tell a child off for exploring. Exploration is an important part of learning a new skill. By making Stephen rush you are giving him the impression that it's not okay to explore and develop in his own time. You could however build on Stephen's experience as he plays with the water by discussing with him the importance of caring for the environment and our water supplies. Try again.

This is partly correct. You could leave Stephen to explore the water and soap. However, if a child is making progress in a new task, such as Stephen is doing by beginning to explore the water and soap, you should encourage their efforts. This would also be a great opportunity to interact with Stephen and help him learn these new skills. Have another go.

No! By comparing Stephen with Ming you are giving Stephen the impression that he should have achieved that skill by now, lowering his self esteem because he hasn't. Each child will develop at their own rate. By demonstrating patience you will allow Stephen a safe environment to practice and master the skill in. Choose another option.

Excellent choice! All attempts by children at a new skill should be supported and encouraged. This is a great chance to interact with Stephen and encourage him as he develops this new skill. You might say something like, 'What does the soap feel like on your hands?' or 'Is the water cold?'