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about fog on separate strips of paper. Each child was encouraged to create a weather
poster which would include their own recorded words.
Figure 4. Wind chill and flurries.
In these activities, the teachers provided direction in approach more connected to
a Vygotskian perspective of scaffolding rather than a Piagetian environmental focus.
Rather than prescribe to a child-directed curriculum, Layla and Erica saw their role as
being accountable for children’s learning. At every opportunity, the teachers looked for a
“teachable moment” to take learning to the next level, crossing the zone of proximal
development. Children are asked about their thoughts, ideas and predictions. Their words
were validated when made visible in the project displays.