Revering Children

Seeing the World Through Children’s Eyes

Welcome to my blog, a space dedicated to sharing insights, experiences, and reflections on early childhood education. Join me as we explore the world of play-based learning, child development, and the art of nurturing young minds. Together, we can grow and succeed in creating enriching environments for children.

The Wisdom of Block Play

          In my preschool classroom, I often learn a great deal from observing children at play. One moment that stood out occurred during block play. Two children were building a tall tower, but began to disagree about how the blocks should be stacked. My first instinct was to intervene, but I decided to step back and observe.

         At first, their voices grew louder, but soon one child suggested, “Let’s try it this way,” and they worked together to negotiate a solution. I realised the value of trusting children’s capabilities. By allowing them to navigate the conflict independently, they developed problem-solving skills, collaboration strategies, and self-regulation.

Reflections on Responsive Teaching

          This experience aligns with play-based learning principles, which emphasise that children learn best through exploration and social interaction (Bodrova & Leong, 2015). Observing rather than intervening supports autonomy and respects children as competent learners—a key concept in the Early Learning for Every Child Today (ELECT) framework. Stepping back allowed me to gain insight into their thinking, creativity, and social skills, while also connecting to Indigenous perspectives that view children as sacred gifts from the Creator. As Greenwood (2006) explains, children are “a gift to us,” carrying their own knowledge, purpose, and spirit into the world. Similarly, in the “Children as Gifts” video, Cindy White reminds us that to revere children truly, we must see them not only as learners but also as teachers with wisdom to share.

           For me, revering children means truly trusting their abilities and the wisdom they bring. That day, I learned that sometimes the best thing I can do as a teacher is step back, give space, and let children lead their learning. Their collaboration reminded me that growth often comes not from instruction but from curiosity, experience, and the relationships they build with one another.

          Reflecting on this moment, I see that observation is not passive; it is an essential tool for understanding developmental progress and guiding future planning. It also challenges educators to balance support with independence, a central aspect of responsive teaching in early childhood education.

Discussion Questions:

  1. How can educators strike a balance between intervening and stepping back during conflicts in play?
  2. What strategies can teachers use to honour children’s problem-solving without taking over?

Reference:

Bodrova, E., & Leong, D. J. (2015). Vygotskian and post-Vygotskian views on children’s play. American Journal of Play, 7(3), 371–388.

Greenwood, M. (2006). Children are a gift to us: Aboriginal-specific early childhood programs and services in Canada. Canadian Journal of Native Education, 29(1), 12–28.

Ontario Ministry of Education. (2014). Early learning for every child today: A framework for Ontario early childhood settings (ELECT). Toronto, ON: Queen’s Printer for Ontario.

White, C. (Speaker). (n.d.). Children as gifts [Video].