Simple...Thoughtful...Intentional

One of the biggest misconceptions I see in early education is the idea that good practice means constantly setting up activities, trays, and elaborate provocations for children to move between throughout the day.

As an educator, I do not believe children need endless adult-created entertainment in order to learn. In fact, too much adult direction can sometimes have the opposite effect.  When we constantly provide activities, children can gradually stop doing the thinking for themselves.

That is why, in my own practice, I do not set up provocations every day.

Instead, I allow my continuous provision to do the hard work by being familiar, calming, and deeply open-ended.

I only add a gentle provocation occasionally—usually to deepen an interest children are already showing or to support a skill they are naturally moving towards.

A provocation does not need to be a themed tray or an elaborate setup.

What It Can Look Like

·       a beautiful book left out to spark curiosity

·       a basket of natural treasures to explore

·       a magnifying glass placed beside a collection of feathers and leaves

·       a clipboard added outdoors because children have been making maps

Simple...Thoughtful...Intentional

I intentionally do not set up my classroom with dozens of provocations.

Children deserve to make their own choices and have uninterrupted time to become deeply involved in their own play. The time they spend in my classroom belongs to them.

My role is to observe sensitively, make connections, scaffold learning, model language, notice schemas, support relationships, and teach through child-led play. Often, the deepest learning happens when children are trusted with the time and space to lead it themselves.

Remember...Play is what matters...it's where the learning happpens!