Early years professionals need to know how and when to intervene in children's activities, says Anne O'Connor
The Curriculum guidance for the Foundation Stage requires practitioners to use 'appropriate intervention' (page 11) to engage children in the learning process. But what is 'appropriate intervention', and are we striking the right balance when working with children in our settings?
When intervention does take place it usually does so with the best of intentions: we want to keep children safe, to educate them, to treat equipment and each other with respect and so on. But sometimes our responses and interventions may stem from habit or routine (or judgements that were imposed upon ourselves) and are not the outcome of informed thought and applied knowledge about young children and their learning. All interventions (and lack of them) will have an impact on children, both positive and negative (see table). It is our role as practitioners to tip the balance on the positive side.
It is generally accepted that a practitioner should steer a middle course between a low level of involvement in a child's learning and such a high level that it constitutes interference. Nevertheless, there is considerable discussion and some disagreement about what is the right balance. What is important is that early years professionals reflect upon the way they intervene and modify it where and when necessary.
Practitioners can gain a greater understanding of how and when to intervene by considering the many varied roles that a practitioner must assume. Jennie Lindon, in her book Understanding Children's Play (Nelson Thornes, 14), has identified several possible roles for an adult working in an early years setting:
Adult as play companion
The practitioner is willing to be invited into the play or assist when asked, despite their definite responsibilities as the adult in the situation, and manifestly enjoys the experience.
Adult as learner and observer
The practitioner still takes pleasure in learning and is excited by new things and ideas.
Adult as admirer
The practitioner shares the children's excitement in their achievements and discoveries. (But does not necessarily engage them in a question-and-answer session about it!)
Adult as facilitator
The practitioner gently eases or encourages play without taking it over and becoming dominant. A facilitator views the children as equal partners in play and, while retaining responsibility, empowers the children allowing them to make decisions and choices about their play.
Adult as a model
The practitioner, through their own behaviour or actions, shows children how to use materials, behave in situations, treat others well and so on.
Adult as mediator
The practitioner takes a fair and impartial role in children's play and in the general life of the setting, particularly when disagreements arise.
Adult as responsible judge
The practitioner evaluates and makes decisions about what is safe and acceptable for the emotional well-being of all the children with regard to content and themes of play.
Adult as safety officer
The practitioner takes responsibility for children's physical safety while ensuring that play is challenging and stimulating.
Adult as observer-learner
The practitioner uses observation positively and with an open mind to support both children's learning and that of the reflective practitioner.
Any one practitioner may fulfil all these roles throughout the day, and it is likely that some roles will come more naturally to some people than to others. Teamwork enables practitioners to share these roles but also to learn from each other how to develop the insight to perform each role and then use them in a balanced way.
A close look at a simple scenario in a setting illustrates the complexities of 'appropriate intervention'. It is not simply a matter of good versus bad interventions. There are various responses to children's play, and positive and negative images may stem from each.
