Following Children’s Interests: Connecting to the Larger Community through a Complementary Curriculum Approach Lens

What does it mean to “follow children’s interests”?

Observing children’s play, listening to conversations and questions gives the teacher insights on what children might be curious about and what topics might be considered. Teachers can also introduce provocations and topics, again observing and listening to see what might merit a long-term investigation. In classrooms that follow a Complementary Curriculum approach, it is important to connect the larger community to areas of inquiry. In the intention of Following Children’s Interests, teachers plan opportunities for students to have a direct experience with community members. 

When engaging in projects and studies, a classroom visitor or field trip is often a culminating event – we are studying about the farm so we visit a farm as our final event. Actually, after some initial explorations and surfacing children’s knowledge and questions, having an expert come in, or going out into the community, is the perfect way for children to do research at the beginning of a study. The teacher has to do some research of their own to organize visits to or out of the classroom, connecting with local experts so children can get firsthand information about the topic of study. We have gone into stores, airports, post offices, restaurants, museums, vets offices, etc. in pursuit of community folks who might be willing to share their experiences with children. 

Chard, Kogan, and Castillo in Picturing the Project Approach share that through community connections, the teacher acts as a facilitator, helping children represent new knowledge and understanding in diverse ways. Malaguzzi of the Reggio Emilia approach emphasized that the collaboration between teachers, parents, and the community enriches the educational experience. In this way children build and sustain relationships not only within the school walls but also in their larger community outside school. 

The children at Iris’ school are investigating transportation – how people get from one place to another. It started with the commuter train rumbling past the school. “What’s that sound?” they asked. Then the children noticed the T bus stop on their weekly walks. Soon afterwards, they pointed out plane trails in the sky and a helicopter passing over. It was time for an expert to come in as a resource. 

Craig, a pilot and brother to one of our teachers, came to the classroom with his helmet and jumpsuit. Pilot Craig is currently a helicopter pilot but he also knows how to fly planes, so it was a perfect match for the classroom’s unfolding curiosities about how transportation vehicles work. Children had the opportunity to ask a working pilot questions about flying and all of the schooling needed to learn to fly. Pilot Craig lives locally and learned to fly nearby, so it was a perfect connection to the children’s interests and daily lives.

Who is in your community? How will you connect children to local experts?

Planning with children’s interests in mind opens the door to brainstorming with children, listening to their ideas and questions, and thinking about connections to the community. This validates children’s experiences and shows them that the world is full of amazing opportunities, people, and learning.