The Curiosity Approach
What is the Curiosity Approach to learning?
The clue is in the name – to ignite a child’s natural curiosity to explore the world around them.
Instead of directing children, and telling them what to do, the curiosity approach is based on child-led learning. Therefore, children make their own choices, and figure things out for themselves which leads to enhanced confidence, critical thinking, and problem-solving skills.
The approach draws ideas from other philosophies of early education including Reggio Emilia, Montessori, Pikler, and Steiner. It aims to create children who are ‘thinkers and doers’ instead of passive learners who simply follow the direction of an adult.
By creating active learners, children are more engaged in their environment and have a lot more fun. They are in charge of their own development and choose activities which play to their own interests.
The Curiosity approach is a modern pedagogical approach and is exercised by over 4000 educators working in over 20 countries.
Why Was the Curiosity Approach Developed?
The Curiosity Approach was founded in England by Stephanie Barrett and Lyndsey Heller who have 50 years' experience in childcare between them.
The pair wanted to create an approach which was mindful and respectful and allowed a child’s creativity to flow. They understood the changing technological times and sought to create an educational practice that inspired a child’s natural awe and wonder.
Instead of children leading busy lives, and teachers trying to cram as much as they can into the working day, this approach aims to put the fun back into childhood. Unfortunately, it seems the kindergarten environment is focussed on preparing children for school. However, the focus should be on making sure the school is ready for the children.
Using this pedagogy, it ensures the environment suits the child rather than the other way around.
What Does the Curiosity Approach Look Like?
A classroom implementing the curiosity approach looks very different from a traditional setting. In contrast to the bright colours and paintings you would usually see at a childcare centre, these classrooms are decorated in neutral tones. This creates a peaceful, tranquil environment which does not distract away from a child’s learning but instead places full focus on the various loose items which children can play with.
These resources are easily accessible in the classroom and are placed at eye-level. They are made from natural materials such as wood to encourage children to think of their own ideas when it comes to play time.
Instead of giving children a plastic toy with an obvious identity, and therefore hindering a child’s imagination, these natural toys give children full freedom to make up their own games. They are challenged to use all of their senses to discover how something feels, sounds, and how they can interact with it.
Children are essentially going back to basics and using their imagination to work out what the item is. As they are doing so without guidance, this increases their confidence and encourages them to think independently.
They can also follow their own schematic learning styles as items can be stacked, lined up, counted, and combined which shows how play can be incorporated into learning.
In this setting, the child is in control of play, rather than an object limiting their play.