Rivers and Lakes
After a rainy morning, the children discovered some dry “river beds” that the heavy rains left. They thought of a variety of ways to recreate the flow only to discover that the earth kept soaking it up.
The activity did not last long however the children involved worked together cooperatively to test their hypothesis that they could re-create a river and lake. Natural resources science lesson for the day, check! We must continue to follow the children as they create our curriculum based on their interests.
How often do you use what is naturally occurring around you as your curriculum?
Collecting Water
The children are learning the concept of conservation. They have discovered different sources for collecting water. One idea was to put out buckets to capture the rainwater. They quickly found that the air conditioner run off tubes were much more consistent source of water than depending on mother nature’s rain fall.
Surprisingly on our hot and humid days they were able to collect bucket loads which they enjoyed in a variety of ways.
What concepts are important in your program/life?
Light and Color
The children enjoyed investigating where the colors on the ground came from. Science in its naturally occurring form.
The joy of discovery. What will your children discover today?
Just a Box
The life cycle of a box at Friendship Garden. An empty box is put on the playground.
At first the box is used in it’s original shape, children are able to get in and out of the box, at this stage the child can close the box or hide under the box. It is a car, truck, airplane, robot, house etc. It might be painted or colored on.
Next, the box begins to break down. It may not be quite flat but rather several sides might be ripped. It is used in new positions, held up by other objects.
The box begins to get torn up. It begins to become art material where the children color and or paint on it. It might become a map or a mask or whatever is in one’s imagination.
Inevitably the pieces get discarded or sent home as creative art. The process starts over!
Sharing or Turn Taking?
Language is so important. Let’s unpack the language of sharing vs turn taking.
Young children are learning the skills of sharing and turn taking and they need support.
First let’s clarify the terms. Sharing is when something can be divided, so that each child has some of what ever is being “shared”.
If there is only one then the terminology is to “take turns”, first one person uses it and then another.
At Friendship Garden we do not put a time limit on a child who is using something. It is never taken away. The child gets to chose when they are finished. Classmates may ask for turn by saying, “may I have a turn when you are done?”. It is important for the child to control the length of time needed with an object before they are done. If I wanted the pen you were writing with and you were not done, do you need to give it to me? Of course not, we’d find another pen or I would wait until you were done. We need to respect children in the same way.
The language we use should reflect what the action or behavior is so it is clear to the child – “taking turns” implies you will get it back this is different from “sharing”.
Pretty Invitations and Play Residue
Pretty Invitations and Play Residue
Are you trapped in the cycle of feeling let down because your expectations were not met by the children in your class?
What does it take to let go of pre-conceived ideas and let things naturally evolve?
Picture 1. The invitation. We set out some old flowers and a variety of color crayons and white paper. Several children investigated using the magnifying glasses and some chose a crayon that matched the flower and set out to drawing the flowers. There was no instruction given.
Picture #2 As more children got involved the investigation changed. The reality for me was that it was hard not to correct the tearing off of the petals so the next children could have the “same” experience with the flowers. What was obvious was that the children tearing up the flowers were also investigating in a way that didn’t fit with my expectation. It’s not my learning experience, it belongs to the children.
Picture #3 Play Residue. Finally, the flower petals made their way outside to the mud kitchen for use in soups and cakes, extending and enriching the children’s play for hours.
Don’t be fooled by the perfect “invitation”, set up or environment. Pinterest cute and perfect is not a PLAY based reality. Go with the flow. The results might surprise you if you take the time to observe what is happening and resist the temptation to “correct”. Let me know how you are allowing for PLAY in your environment.
Climbing up the Slide
What power the children experienced.
They are building confidence and upper body strength. They are assessing risk, negotiating and managing it. These are necessary life skills, and what we want for our children.
Some of you are probably thinking, how dangerous! Remember we have been micromanaging children and not trusting them to figure things out! We want them to be confident problem solvers. We want them to know their limits and learn to manage risk.
Adults remain in proximity to the slide, monitoring, observing without interfering. The results of this exercise are fascinating. The children negotiate from the top and bottom of the slide. They talk, they move, they challenge themselves. There is no intention to hurt each other.
Some children are fearful since they have been in care with different “rules”. The freedom we witness is astounding.
Will you let the children climb the slide?
Hovering, Proximity and Risk
This week I had to physically step back and reset rather than interfere with the children at play. This is what happened.
I said to the teacher that was outside with me that I was “hovering” near a couple of children monitoring the situation. She said to me, “hovering or in proximity, I am curious what you are thinking”. This caused me to pause and reflect on my own meaning.
For me, hovering meant I was ready to “pounce” in to fix or stop something that was happening. Proximity meant I was close enough for the children to rely on me if needed. In proximity I could observe without the intention of intervening. As is turns out I did nothing as the children solved their issue on their own. I do not even know what the issue was. I do know it was not my issue to solve. It was theirs and they were empowered to solve it.
My experience is the same when allowing children to test their physical abilities, even with practice it is hard to observe and not rush in to “protect”. Children need to assess the “risk” for themselves before proceeding. This makes for good decision makers, a lifelong skill we want to instill at a young age.
I am grateful for people who want a respectful discourse and allow for our respective learning and growth. I appreciate how language is powerful and sets up a way of being.
Will you empower children solve their own “problems”?
Hovering, Proximity and Risk
This week I had to physically step back and reset rather than interfere with the children at play. This is what happened.
I said to the teacher that was outside with me that I was “hovering” near a couple of children monitoring the situation. She said to me, “hovering or in proximity, I am curious what you are thinking”. This caused me to pause and reflect on my own meaning.
For me, hovering meant I was ready to “pounce” in to fix or stop something that was happening. Proximity meant I was close enough for the children to rely on me if needed. In proximity I could observe without the intention of intervening. As is turns out I did nothing as the children solved their issue on their own. I do not even know what the issue was. I do know it was not my issue to solve. It was theirs and they were empowered to solve it.
My experience is the same when allowing children to test their physical abilities, even with practice it is hard to observe and not rush in to “protect”. Children need to assess the “risk” for themselves before proceeding. This makes for good decision makers, a lifelong skill we want to instill at a young age.
I am grateful for people who want a respectful discourse and allow for our respective learning and growth. I appreciate how language is powerful and sets up a way of being.
Will you empower children to be good decision makers?
Early Education Wonder Reflection Series #1
I have been in a Wonder Teacher Education certification program and will post a series of reflections here. Enjoy!
While covering a shift in a young toddler classroom. There were magnets, tin cans, washers and metal lids set out as an invitation. Three children were exploring when one little boy, 19 months old picked up a magnet wand and a lid was stuck to it. Wide eyed he looked at me. I picked up a magnet wand with a can lid stuck to it. We exchanged several words.
He proceeded to drop and pick up the lid several times eventually spinning the lid on the end of the magnet. He did this several times until it was more fun to kick the lid when it fell, thus starting a whole additional investigation.
The child was so filled with awe and wonder I couldn’t help but be caught up in his learning. I also thought I could have so easily missed the whole thing by being “busy” elsewhere! Keep your eyes open to all the learning possibilities that surround you!