What has impressed me throughout this experience is how our children are fully engaged in their learning while jumping. Right from the moment when I was setting up the obstacle/challenge course, so many of our children asked or reminded me to ‘please get your camera, so you can take photos of me flying’.
It’s such a pleasure to see the
children take a keen interest and develop the ability to take control and
ownership of their learning, through checking with me to see if I was ready to
capture their jumping action.
Te Whāriki states that each child learns in his or her own way and the curriculum builds on a child’s current needs, strengths and interests by allowing children choices and by encouraging them to take responsibility for their learning.
“Young children are developing their awareness of themselves as learners
by planning, checking, questioning, and reflecting on activities and tasks.” Ministry of
Education, 1996.
 |
| Take-off |
 |
| Flight |
 |
| Landing |
“Children become even more curious,
interested and confident when they think about the meaning of what they have
done… Children’s learning is enhanced.” (JECEI)
While checking the camera the
children would often question and reflect whether they were happy with the
photo before heading back to the end of the queue to jump again. By capturing this learning experience it highlights
how many of our children are developing the ability to plan, monitor and assess
their activities, this is evident through them developing awareness of
themselves as ‘a learner’.
“The fastest way to empower students is to make their work matter in the
real world. By creating an environment
where their effort will impact other people, you can help students recognize
the tremendous power they can have, even while they are still students.” Kim Hayes, 2012
Here are some of the children’s
comments and reflections:
Wyatt: “Did
you get my take-off? Am I flying? Did you get my landing? Look she got me flying.”
Reese: “Did
you catch my flying?”
Peter: “I’m
waiting for you cause I’m going to do a high one today.”
Nyla: “I want you to count together
with me, 3, 2, 1 jump.”
Toby: “Did
you get my jumping into the air, it’s fun.”
Mila: “That’s
a big jump, can I see it?”
Matteo: “Did
you see? I jumped so high. Did you get again? I look like an aeroplane.”
Nash: “I want
to do the coolest jump, Susie point the camera high.”
Tyler: “3, 2, 1,
go take a click. I’m a flying bird, can
you show me?”
Max: “Watch
this, I want you to take a picture of me.”
I believe it is important for
children no matter of their age to develop and grow independent learning traits
as it can foster self-reliance curiosity,
self-motivation, self-examination, accountability, critical thinking,
comprehension with little or no instruction, persistence and responsibility. 
Having choices allows children to feel that
they have control or ownership over their own learning. This, in turn, helps
them develop a sense of responsibility and self-motivation. When students feel
a sense of ownership, they want to engage in academic tasks and persist in
learning.
Barbara McCombs, PhD, University of Denver
Ngā mihi nui
Susie
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