or adding a challenge when interest has waned all illustrate the kind of selective intervention that is part of developmentally appropriate practice( NAEYC 2020).
When designing inquiry learning experiences, educators must consider,“ What does this activity invite children to figure out?” and“ What materials will invite their curiosity and exploration?” In the opening vignette, Aimee understood how to move a sensory activity( water play) to an inquiry learning experience by using her knowledge of child development, her daily observation and documentation, and her reflective practice( Warden 2021). She offered open-ended materials that the toddlers could engage with using their skills and knowledge. She selected materials that enticed them to try out their ideas, to construct meaning about the movement of water, and to refine their thinking during their explorations. By observing their actions, she then provided new materials( the containers with holes) when she noticed that the toddlers who chose the water center frequently were ready for new challenges. She also reflected that new materials might entice some children back to this center.
The Role of Adults in Inquiry Learning
Young children use play to develop a systematic collection of information to make sense of their world. The repetitive actions of infants’ and toddlers’ play allow them to construct meaning through and about what they are doing. Adults who understand that these children are both vulnerable and competent( Lally & Mangione 2017) contribute to infants’ and toddlers’ development of the knowledge, skills, and dispositions important for later school success. These include curiosity, creativity, persistence, collaboration, and communication.
In an inquiry-focused environment, educators identify and support children’ s explorations by observing their play and documenting the learning that occurs over time. They select materials and plan activities that will effectively challenge infants and toddlers to test and explore, ensuring that STEM experiences are producible, immediate, observable, and variable( PIOV). They also allow children to move in and out of an activity as their interest ebbs and flows. We have observed very young children leave a STEM experience, then return later to try a different strategy. It is as if the new idea had been percolating during their time away( Van Meeteren & Peterson 2022).
Intentional educators also intervene selectively in children’ s STEM explorations. This can include
› Acknowledging and encouraging children’ s thinking and actions by supporting them to persist through momentary frustrations or to return to an exploration at a later time.
› Scaffolding new understandings by helping young children see how their actions may affect an investigation’ s results.
› Prompting children’ s thinking by modeling possible actions, asking open-ended questions, or commenting on what children are doing.
› Providing information when offering new STEM experiences. This could include introducing vocabulary to describe materials, commenting on a child’ s actions as they begin an investigation, or suggesting that a child observe a peer who has found an interesting way to use materials.
In the opening vignette, Aimee, a seasoned toddler educator, supported Mimi and her peers to build their own understanding of the trajectory of water, the cause and effect of a pitcher’ s aim, and the consequences when water landed outside the water table. Her support was planned: It was based on what Mimi was trying to do, and it offered Mimi the opportunity to practice a new skill.
Intentional teachers also use their observation and documentation to respond to children’ s interests, strengths, and needs. If a child walks away from an experience or adapts it in unexpected ways, educators can reflect in these moments and adjust the activity in ways that align with overarching curriculum goals.
A Place to Begin
Infant and toddler educators who play with the materials they are considering for the children in their settings are best prepared to support children’ s learning( see“ Making Time for Tinkering: A Playful Pathway Toward STEM Learning” in the Fall 2024 issue of Teaching Young Children). Exploring materials
ROCKINGANDROLLING
Summer 2025 Young Children 91