First, we must question ourselves about what materials we are trying to get the child interested in. Secondly, we must hone our observation skills. As the child is wandering, does the child seem interested in what others are doing, in some kind of materials others are working with? Observe their motor skills.
Remember that ages given during training are suggestions only. Only a few areas of the environment have materials that are sequential, foundational. Basically, it should be the interest of the child that guides the adults as to which materials to present. Sometimes a child does not need a presentation – but takes a piece of material. When we observe this, we need to observe whether or not the child has enough information to be successful and offer help only if asked or when the child becomes frustrated.
How long has the child been in the environment? If not long, perhaps this child only needs time to feel comfortable with everything. Do you have animals in the environment that need care? This kind of activity will often interest almost any child. All animals need food, water and a clean environment. What about plants that need watering?
You can invite the child to help you do something important in the environment, such as prepare the food that the children will have for snack. Bake some bread. Sometimes a child will be more interested in a lesson given by a child than one given by an adult. Think about which child, which material may hold some interest for the child. Have the “presenting child” give the presentation to you first, then to the wandering child.
Speak with the parents about the kind of activities the child does by him/herself at home. Are they attached to a screen? If so, advise against it. Is the child ever expected to “entertain” him/herself? Ask the parents about the child’s typical behaviour when the child is in a new situation.
Trust the child to gradually accept that this safe space is for them to be active in and there are many different roads to that activity.
