Draw from this week's lecture and your reading to discuss whether you agree with the statement

that 'Facilitation
can be understood as a very non-directive and low-intervention teaching technique through which the adult
establishes a learning environment and then intervenes and interacts with children only when it is seen as
absolutely necessary' (MacNaughton and Williams, 2009, p.81).

To be a teacher is to be a facilitator; to be a facilitator is to be an influence. To be an influence on a childs
learning and development is a remarkable role that needs to be executed with thought and vigilance. I believe that
the statement 'Facilitation can be understood as a very non-directive and low-intervention teaching technique
through which the adult establishes a learning environment and then intervenes and interacts with children only
when it is seen as absolutely necessary' (McNaughton and Williams, 2009, p.81) is neither entirely true nor false.

Facilitation refers to all the things that staff do to make childrens learning more possible, such as scheduling,
selecting materials, organising space and interacting verbally and non verbally with them. (McNaughton and
Williams, 2009, p.81) Facilitation is assisting the progress of, (Collins Dictionary of the English Language, p.521)
a childs learning. As each child learns differently it is safe to suggest that different facilitation methods and
teaching techniques will be used for different children. One child may learn better from discovering things on
their own, whereas a second child may learn better by the assistance of a teacher intervening every so often. A
teachers role is to observe the situation at hand and carefully analyse when or if they need to intervene to further
that childs learning. Jablon and Wilkinson (2006) classify facilitation as observing how children approach a
specific task and identifying the elements of the task which they have difficulties, then providing tasks that support
children to go to the next challenge. Encouraging children to seek out further knowledge and improve on the
skills they have already obtained is necessary for the childs development.

I think that the amount of intervention and direct or indirectness depends on the environment and child in
question. The childs learning methods should be taken into consideration and highly valued in the facilitation
process. There may be an environment in which the teacher observes that a high amount of directness may be
acceptable in order to enhance the childs learning experience. Furthermore there may be certain tasks in which
the teacher feels that high intervention may be suitable to extend and build on the childs knowledge. Catron and
Allen (1993, pg. 39) suggest that teachers best facilitate creative thought in a flexible but well planned, well
organised environment where childrens ideas are valued and where curriculum ideas are generated by children as
well as teachers. The co-construction of knowledge between a child and a teacher is most important. A teacher has
been educated to be a facilitator. So if they are observing a situation in which they feel that more directness and
interaction may enhance that childs learning experience, then by all means they should intervene.

In conclusion the statement 'Facilitation can be understood as a very non-directive and low-intervention teaching
technique through which the adult establishes a learning environment and then intervenes and interacts with
children only when it is seen as absolutely necessary' (McNaughton and Williams, 2009, p.81) is neither entirely
true nor false. Teachers should not only intervene when necessary. Children learn in different ways - therefore
the rate of direct/indirectness and intervention should depend on the situation presented at the time.


Reference List:

Catron, C. and Allen, J. (1993). Early Childhood Curriculum, Macmillan Publishing Company, New York. Cited in
McNaughton, G and Williams, G. (2009). Techniques for Teaching Young Children, 3rd edition, Pearson
Education, NSW, pp. 81.

Collins Dictionary of the English Language,(1979) London. pp. 521, cited in McNaughton, G and Williams, G.
(2009). Techniques for Teaching Young Children, 3rd edition, Pearson Education, NSW, pp. 81-92.

Jablon, J. and Wilkinson, M (2006). Using engagement strategies to facilitate childrens learning and success
retrieved on 29
th
October from URL: http://www.journal.naeye.org/btj/200603/JablonBTJ.asp

McNaughton, G and Williams, G. (2009). Techniques for Teaching Young Children, 3rd edition, Pearson
Education, NSW, pp. 81-92.