Informal (Casual Monday – Friday) Experiences – These are the natural movements, proceedings, actions, and events that occur through participation in the Routine Elements of the Day (arrival, meals, transitions, hygiene, cleanup, and dismissal).  They are not documented, posted, or planned, but they almost automatically contain the same factors as Formal Experiences, which are:

• Learning         Primary, Secondary, and Spontaneous
• Components   Learning Methods, SARA, Purpose, Feedback, Accountability
• Production      Planning, Presentation, Participation, Appraisal

Learning – Informal Experiences can produce all three types of learning. If a transition or a meal experience is used appropriately, it can produce Primary Learning in that stated learning objectives can be gained.  If Primary Learning takes place, Secondary Learning can also occur, and Informal Experiences are full of Spontaneous Learning moments of discovery and creativity.  The important factor is recognizing the learning and giving it value.

Threes lining up to go to an Enrichment Class or the Playground gain Primary Learning by building skills of listening and following directions.  If they sing as they walk, they are gaining Secondary Learning (unplanned by inspired and still on the “list” of learning objectives – musical expression, relaxation, vocabulary, walking to a beat).  If they discover worms on the sidewalk and stop to observe them, they will be involved in Spontaneous Learning about zoology and movement and texture – facts that were totally unplanned and new!

Components – The components of Informal Experiences are the same as those for Formal Experiences, but they occur naturally rather than being purposefully and formally planned.  For example, lining up to move the community to a different location automatically contains movement, senses, language, expression, purpose, feedback, repetition, and application.  If teachers add real objects (bring books to read in case there is a waiting time) then it becomes a perfect learning experience.

Production – Informal Experiences are not produced, as they happen naturally. But, they can certainly be made into positive, high quality learning experiences with Planning, Presentation, Participation, and Appraisal.

Planning for informal experiences means using a developmentally appropriate schedule, preparing the environment for ease and efficiency, and preparing the children by trying to create routine and repetition and by verbally reminding them before the experience occurs.

Presentation of the informal experience means creating a sense of calm and leadership so the routine parts of the day go as smoothly as possible.

Participation in informal experiences should be happening naturally. This means teachers sitting down to eat with children rather than hovering, serving (and making judgements about what, how, and when to eat). It means being an ACTIVE and PRESENT part of all that happens each day.

 Appraisal of the informal experience means observing and judging the quality and efficiency of the experience and making needed changes. If arrival time is full of tears and tantrums, it is not a positive informal learning experience.  If hand washing includes long waiting or pushing at the sink, something needs to be modified.  If a fire drill results in all children evacuated to a safe place successfully, then it was an appropriate informal learning experience of good quality.

Next Blog: From Tee Shirts to Tails – Making Formal Experiences from Informal Ones