Every day there are opportunities to generate more learning from both the Routine (coming & going, eating, pottying) and the Curricular (Community/Circle, Purposeful Play/Center Time, Group Time) elements of the day. These opportunities should be recognized and taken advantage of as they can be instances of high quality learning and practical use of each of the Learning Methods (Movement, Manipulation, Sensory Operations, Construction, Role Play, and Expression) and more specifically in problem-solving, logic, deduction, math, science, social studies, and if used well, literacy. Their spontaneity and child-centeredness of stretchers and squeezers makes them relevant and developmentally appropriate, so they are automatically correct experiences for young children.

First, teachers must STOP, LOOK, AND LISTEN! Dont be in such a hurry to “TEACH” stuff that you forget what the children are in the progress of learning automatically and intrinsically on their own. Observe them in every part of the day as they move, manipulate, think, create, imitate, imagine, and express themselves. Listen to their conversations and have meaningful conversations with them. Watch for learning moments or make learning moments from their play.

Rather than answering all their questions and solving all their problems, ask them open-ended questions to encourage their ownership of situations. You might even formally and purposefully plan (on your Weekly/Monthly Plan) challenges, problems, concerns, and quests and spend the week solving them using the children’s Learning Methods.

Some Real Life Examples:

• Babies: Teacher rolled a ball across the floor and said, “I wonder what else will roll?” Teacher and babies tried to roll toys of various shapes across the floor and talked about why some things roll and some do not. Comparison/contrast/shape, physics and fun.
• Toddlers:  Child threw a ball in the air and it landed on the canopy over the sandbox. Teacher said, “Uh oh. Where did that ball go? Can you find it?” Toddlers looked on the ground and then up in the air. Teacher said, “I think it may be on the canopy. Can you see it?” Toddler climbed up the stairs of the climber so he could see the ball. “It there!”, he said. Teacher said, “How can we get it down?” Toddlers said, “Hit it off, Teacher!” Teacher could not reach it so Toddlers said, “Get the broom or a tree stick and poke it. Science, logic, perspective, deduction, invention, use of tools – and great delight when the ball came down.
• 2-3’s: Plastic window bird feeder with suction cups kept falling off the window. Child said, “Oh, no! How will the birds eat?” Teacher said, “You will need to help me figure that out, but until we do, look out the window. Where else can the birds get the seeds?” Children discussed a hanging bird feeder, tree branches, outdoor mud kitchen bowls, and the ground as being good dining places for the birds. Community, sharing of ideas, memory, identification skills – and such relief that the birds would be fed.
• 4-5’s: A disagreement broke out about rug space for large block constructions. When the children complained to the teacher, she said, “There doesn’t seem to be enough space for all of you. Please take care of that yourselves.” Children returned to block area to talk and after ten minutes of ‘wrangling’ had marked off sections of the room with masking tape and string, divided up the blocks and added materials from the Art area, and each team of builders had enough space. Expression, planning, problem-solving – Voila!

Each of these examples could have been stretched or squeezed more had the teachers written down a description of what occurred, some of the children’s words, or had the children talk, draw, or write about it later.