In child-initiated experiences the child directs and leads the activity. It belongs to
the child. The child chooses the equipment, the length of time, the space and the
outcome. Child-initiated learning is usually a part of what Bruce (1997) describes as
‘free flow’ play.An example of child-initiated learning
In this learning experience we can also see the mathematical and scientific learn-
ing that might take place but there are no planned adult outcomes: the plans are in
the children’s heads and unfold as the activity takes place. The adult’s role is crucial
in this experience. The adult has provided the materials, the time and the space. The
adult has carefully observed the child’s play and made notes of this session. She has
asked the children if she may try out their platforms. She asks them if they will
remember what they have done and suggests they sketch their network. She helps
one of the children to take a photograph. Two children decide to sketch the network.
The adult takes notes of this session back to the planning meeting for the next week.
The staff in the setting discuss ways they can extend the children’s building interests
and ideas about platforms and supporting structures.
It is important to understand the distinction between adult-led and child-initiated
learning, otherwise the teacher might plan what she believes is a play session when
it is really adult-directed. The children might in such circumstances end up with an
imbalance in their learning opportunities where there is no free-flow play. The
reverse of this can also happen. When there is no adult-directed input in children’s
learning, children then do not have the opportunity to see adults modelling math-
ematics and the learning might not be sufficiently scaffolded (Bruner, 1971). In such
situations the children do not have the full benefit of the teacher as the ‘knowl-
edgeable other’ (Vygotsky, 1978). In Early Years settings where there is an open
culture an atmosphere of enquiry and discussion exists.
Figure 8.1 illustrates the features of both adult-led and child-initiated learning.
Fisher sees this in three ways; teacher-initiated, teacher-intensive and child-initiated
(Fisher, 1996). The teacher-initiated learning arises from the teacher’s planning, butJason, 3:11, has chosen to play outside with the large blocks. He places two
blocks on the ground, a distance apart. He then places a plank across so that he
has made a kind of platform. He adjusts the blocks so that they fit better. He
tests his structure by walking and jumping lightly on it. He smiles and seems
pleased with his efforts. Carly, 4:1 joins him and walks on the platform. She then
uses another block and plank to add to the existing structure.They both select
other blocks and planks and make networks of platforms in the outside play
area. Other children join and play with them, testing the platforms that they
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