materials – and the sort of adults who are interested, willing to listen and to share in
the magic of children’s worlds and meanings. And out of these possibilities, these
experiences and this ‘stuff’, children will create mathematical meanings.The balance between adult-led and child-initiated
learningIn the open classroom culture there will be a balance between adult-directed activi-
ties and child-initiated activities. Both will be valued and, at times, will come
together to provide a strong connection to support the child in her learning. There
is a state of energy balance within this understanding. Energy is known by the
Chinese as ‘Tao’. Chiazzari (1998) observes that Tao is manifest in all things through
the dynamic interaction of the two polar energy forces, yin and yang. When these
are in perfect balance then total harmony exists. The balance is not necessarily equal
but one that promotes the health and well-being of the whole child. This is rooted
in the theory that one supports the other. For example, an imbalance of a very
formal academic curriculum does not necessarily ensure that children will gain aca-
demic excellence. The balance for young children in Early Years settings is better
weighted in favour of child-initiated learning. The careful planning and considera-
tion of this need to be thought through.
In adult-led learning contexts, the adult knows what she is moving towards in
terms of what she wants the child to learn. The adult usually has a specific aim in
mind, perhaps even a written objective. The task does not necessarily need to be
closed and the children can be given a good deal of autonomy within the prescribed
task. Below is an example of an adult-led session.Adult-led learning: nursery class – ages 3 and 4 years
The adult has invited four children to bath dolls. Each child chooses a doll and a
bath.The baths and dolls are different sizes so the children think carefully about
which bath and doll they would like.The children watch the teacher fill up her
bath with water. She asks the children if they think there is enough water to bath
the doll.The teacher carefully tests the water with her elbow to see if it is too
hot. One child shouts out ‘that’s what my mummy does when she baths my Ben’.
The children then fill their baths up with water and test to see if it is too hot.
The teacher continues to talk and listen to the children as they bath the dolls.
She asks them questions and their opinion about bathing babies.The adult has an
aim in mind to give the children scientific and mathematical experiences, though
in a child-friendly way.The adult leads the discussion but encourages children to
take over and talk about their meanings and interests in bathing dollies. Paper,
writing and drawing implements are available should the children choose to put
their experience on paper.136 Children’s Mathematics8657part 2.qxd 04/07/2006 17:21 Page 136