2. Intervention can start the moment a child makes a mark, notices their impressions on the environment, swirls a finger around their food. Provided intervention is developmentally appropriate, each of these simple experiences can be meaningful and enhanced.
3. Build on children's explorations. Does observation reveal that a child seems to be exploring circles? If so, show the child different circular objects in the classroom and see if this variety is echoed in their subsequent creations.
4. Focus on the child's process. Engage in dialogue that emphasises what the child is doing and how it is being done.
5. Use intervention to introduce new skills. Provide base skill teaching on a concept the child is already exploring.
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