Knowing when to intervene is probably the most essential skill an early years practitioner needs, especially given the fundamental role of free-flowing play in children's personal, social, emotional and intellectual development and the need for children to feel in control of their play.
Taking issues of gender into account can also dramatically affect the quality of a practitioner's input (see page 19).
Strike a balance
To develop a sense of when to intervene, early years team members need to collaborate and support each other. It is important that settings agree policies on intervention, yet at the same time foster an environment where responses can be flexible enough to meet individual children's needs.
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