What I notice when children are learning through play
By Alice Ding, founder of i-Immersion and Nihao School
Imagine a child building with blocks. One piece is moved, then moved again. The child pauses, looks at the structure, and tries a different arrangement.
There is something worth paying attention to in that pause. What is the child trying to make? What changed after the last attempt? What might happen next?
For me, those questions are a useful starting point for understanding play. They bring our attention to the child's thinking and help us consider what kind of support to offer.
At Nihao, I want our approach to play to reflect that attention. The environment, the materials, and the teacher's response all deserve thought.
Following the child's idea
In the imagined block scene, an adult could suggest a solution, help hold a piece steady, or give the child more time. Each response changes what happens next.
I would first want to understand the child's intention. A structure that looks unfinished to me might already be exactly what the child wants. A repeated action might be something the child is still exploring.
This is where observation becomes part of teaching. We can look at what a child returns to, what they change, and how they respond when something becomes difficult. That attention helps us decide whether to offer a material, join the conversation, or stay nearby while the child continues.
I also want to notice how children participate with one another. In a mixed-age environment like Nihao, I am interested in who invites someone into play, how a shared idea takes shape, and where a teacher's guidance could help children understand each other.
Choosing how to join
A teacher's words can give a child something to work with. “That piece keeps falling” names a problem the child may already be considering. “Would you like me to hold this?” offers help while leaving the decision with the child.
There are also moments when a little space feels useful. I want children to have time to try an idea and show us what they mean. The adult's task is to stay attentive enough to recognize when help is needed.
Families have told us they appreciate Nihao's natural environment. I think about that environment as an invitation to notice: a texture, a shape, something that catches a child's interest. Our role is to consider how those interests can become part of the day's play and conversation.
Mandarin and English belong within that interaction, too. Naming a material, responding to an idea, or offering help gives language a place in the experience children are sharing.
A small observation at home
The next time your child is absorbed in play, you might spend a moment following their idea. Notice what they choose and what they try again. If you join, begin with something you have seen: “You moved that piece over here.” Then leave room for their response.
I find this a helpful question to carry into our work with children: What is the child showing us, and how can we respond thoughtfully?
That is the attention I want families to recognize at Nihao. It is part of how we make decisions about the environment and the everyday experience of being together.
Nihao School | Child Care License No. 414005183
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