decision-making skills and their attitudes as
learners needs to guide practice.
Gradual Release of Responsibility
When a centre is initially introduced, the
educator’s level of involvement will be high as it is
necessary to spend time introducing, modelling,
and assisting. However, as children become more
familiar with the materials and routines, they
become more independent, allowing the educator
to spend more time observing and assessing
children who are engaged at the learning centre.
High Educator Involvement
Low Educator Involvement
– Introduction of centre/teaching of routines.
– Introduction of materials.
– Modelling use of materials.
– Supporting children’s decision-making.
– Extending children’s language and thinking as
– Children understand the routines and can follow
– Children are familiar with materials and use
materials independently.
– Children make own decisions.
– Children extend their own ideas and thinking.
Materials and Props
Children will use the materials in a way that
is unique to them. Sometimes, they repeat a
past experience with the materials, or recreate
something they have seen, or a connection they
have made. Other times, they explore how the
materials work or invent a new way to use them.
Educators cannot control all learning, they can
only invite the possibilities.
The look of learning centres changes according to
the time of year, and the intention for learning.