called to teach, called to play

I was thinking about Teacher Tom and Jenny at Let the Children Play. I was thinking about how teachers we know in the blogosphere are teachers We Know, I mean Really Know. We know what they believe in (children's right to play), we know their mission (uplifting children's play) and we know they each have been called to their work (being educators who Play alongside children). Tom and Jenny certainly Chose their work, but they really were called to it. Thankfully. Their voices in the blogosphere have changed educators and parents perspectives on Play as THE WAY for children to truly, authentically learn.

I was thinking about how each of us have a calling, really, even in the tiniest of moments. For me, when I think of children, I am pulled toward the word Choice. I realize I have written about Choice before, such as I NEED to Do This and Following Emily . I value it maybe more than most other elements of early childhood education because without it the other elements would likely fail.

Here are a few photo examples of Choices being made in children's Play. Each fascinate me in their own way as it seems these children were Called to this specific Play, at this specific moment, and remained engaged in their Choice for lengthy periods of time.

This 4yo girl starting swinging these four swings. She began at one end, gave the first one a push, then moved to the next, next, next. She then circled her way back to the first one to keep them all in motion. She worked here for nearly 15 minutes, alone, keeping all swings swinging.

Two 3yo girls collecting bark and sticks, sitting on tree seats, holding pine cones, magnifiers and - of course - one saw.

3 children with 3 ladders looking in - perhaps - 3 different directions at our neighbor classroom yard.

I observed one 3 yo girl working with a crate full of dinosaurs. First, she arranged them this way, with tails touching in a circle. Then, she aligned them in two rows. Then, partnered them up. Very intentional work.

This 3 yo boy worked for over 20 minutes in the sand area. He dug a deep hole first. Then, he spotted the tires amid the sand and - one by one -rolled and hauled them to layer over his sand hole. After 3 tires high, he peered in, asked me to look in, also, then ran off.   

This 4 year old girl worked for over an hour in the sand and water area, most of the time by herself. She became engrossed in testing out the floating properties of the pine cones. Did you know that some float and some sink? (It's true!). She also tested trying to attach a sinking pine cone to one that did float to see if they would float together. (Any guesses?)

What have you been Called to do?
Did you have a Choice?
Do you get to Play alongside Children?

 

3 ways to steal time back

Don't you love being a GUEST ?

It is such a treat to be invited somewhere to do something and to be a GUEST.

My special Guest Appearance happened today over at the ever-amazing Christie's blog Childhood 101. Christie has her energies focused on her newest adorable member of her family and has scheduled many guest bloggers over these weeks with "mom-in-the-hotseat" or "teacher-in-the-hotseat" posts.

How to get time back? GIVE it to the children.

Click Here To Read The Entire Post Over At CHILDHOOD 101. 

Here are few blog-bites from the post all about the Challenge of Time for Teachers:

Time Stealer #1: Teachers focusing on Teacher Agenda

"...a Time Stealer is when teachers are not “present” with the children in the moment to witness learning, scaffold an experience or take photos and/or document an exploration. Teachers instead have the children “busy enough” in class so that the teacher can prep the NEXT thing they want the children to be engaging in or doing. The day is a blur of next, next, next. "

Steal Time Back #1: Leave room IN your agenda for children’s discoveries to guide your teaching.

"...When you sit down nearby a group of children building in the block area, examine the materials they have chosen, listen in to their drama they created around the Cave for Dinosaurs. Your formal or informal collection of this kind of data in turn authentically informs your teaching for the next day or weeks instead of needing to hurry up to prep a butterfly art project that has no connection to what the children are really DOing."

Time Stealer #2: Teachers impose their exact way for children to do something

"...This kind of ‘teaching’ usually has a complimentary “Don’t press the brush” “Don’t dip in two colors” “Don’t use too much paint”. Not a favorite style of mine. This is a Time Stealer because children don’t require our guidance in this way."

Steal Time Back #2: The classroom environment is set for children to USE and EXPLORE materials and tools on their own. 

"...Yet, really, does paint require a How To? What if children surprised you with how they mixed and dabbled and smushed and dotted different colors? Wouldn’t that enrich your understanding about that child’s creativity and exploration with color and tools? Would all the colors being mixed to brown be the worst thing? Would smashed bristles on a paint brush be the worst thing? Would paint dripping off the easel be the worst thing? All of these can be used in a discussion of “Oh, what happened here?”...  If teachers let go of How To, there will be huge amounts of Time given back to exploration in all areas of the classroom. You don’t need to teach children how to play. We need to let children show us how they play."

Time Stealer #3: Teachers need to Prep and Clean all day

"Teachers need to wash, disinfect, sort, stack, prep, organize all day long with food, materials, and children’s items. Teachers allow this part of our job to Become Our Job all day. "

 Steal Time Back #3: Teachers partner with children to care for the classroom.

"...Children who take ownership of the classroom have a much stronger role in the care of the classroom. When children are in an environment where they choose their materials and tools, have extended choice time to play, and have authentic relationships with teachers, they in turn have an awareness of the care that is required for their classroom and desire to be caring members...

Children learn sorting, sequencing, organizing, as well as being a member of a group, helping, and recognizing what a ‘cleaned up’ classroom looks like."

Hmmm. Who would have known that the best way to GET TIME BACK FOR TEACHERS is to GIVE IT TO THE CHILDREN ?

oh, so simple...so very very simple.

hey T-Tom: learning is no accident

Teachers who plan amazing environments for children are absolutely influencing learning.

Here's the thing:

I adore Teacher Tom.

I admit it. His photo on his blog with his fabulous red cape make me think that he wears it everyday. He IS a sort of Super Hero for early learning educators - at least via the blogosphere. Tom is a rebel in the field of early childhood, an inspiration to help us think about This Rule and That Policy, and a never-to-be-questioned supporter of children being allowed to BE children.

One of my favorite posts of Tom's is when he wrote about 2-year-olds using hammers:  

Click here to read all about 2year-olds and Hammers.

However, in Tom's post today, I don't know that I agree with his theory that a play-based teacher steps back and lets children "learn on their own." Here's the full read of Tom's 'Teaching a Play Based Curriculum' [Tom's posting was in response to Emily at The Natural Playground who posted 'Is Free Play Teaching?']

Tom offers that he and his Co-op parents prepare the environment -  "Every day, I strive to make sure we have some way for kids to build stuff. Usually that means some sort of blocks. I also want there to be a sensory exploration going on, an art project, a couple fine motor activities, something over which to puzzle, and at least a few conversation starters. I try to make sure there's a place to learn with one's whole body, a way to get messy..."

This sure sounds like he and his parent group have intentionally planned for what they deem as important for young children to experience on a particular day or over a period of days.

This sure sounds like Tom & Parents have thoughtfully supplied - or taken away - materials and explorations that would provoke open-ended or creative interest and inquiry.

Tom writes that in his daily work with children, he thinks of himself as "an artist...a shopkeeper...a mad scientist...a game master...an interior decorator."

This sure sounds like he is intentional in what he is doing, preparing, and availing for children.

The role of the teacher is so very significant. I believe that this sort of Intentionality is one of the richest, most respectful gifts to offer to children in their play spaces. Teachers have afforded the environment and materials truly a central role (that 3rd teacher in Reggio doctrine) and in turn allow the day to mysteriously unfold with children engaged by choice and self direction.

My point to challenge what Teacher Tom was writing is that when the environment and materials are so thoughtfully offered as they have done, that learning  - in essence - IS planned.

What I mean by that specifically is that YOU KNOW that amazing engagement, curiosity, and invention will happen:

YOU KNOW that children will explore color at that art project, or explore speed and distance at that ramps with balls area, or use descriptive language like Squishy or Gloppy or Super Cold at that sensory table filled with glue, cornstarch + water.

So, sure, the exact learning is not planned as teachers look forward to children using materials in unexpected ways. Maybe children want to use pinecones or branches to paint with at that art project, or use aluminum foil hand-made balls at that ramp area, or add mud to the sensory table. Maybe.

Sure, I get what Teacher Tom was saying. The exact learning is not planned. The exact math concept of one-to-one correspondence is not taught, the exact science concept of examining the properties of liquids is not taught, the exact small motor concept of writing the letter A is not taught. However...

In the most wondrous play-based schools like Teacher Tom's - learning is no accident.

the girl at the motorcycle museum

What if you could always self-select your activities to determine your own enjoyment and engagement? Sounds good, right?

What if then you were surrounded by people who also self-selected That experience on That day? Hmm, that could work out well.

Likely, it would turn out like my own family adventure over holiday...

My 8 year old niece Megan is a choice maker, an experimenter, an inventor.

She is sharp witted, she is colorful, she is action packed.

She is 'I can keep up with my 4 older brothers' AND she is 'I love sparkly things.'

Megan 'test rode' every demo bike at the Museum!

So, it really shouldn't have surprised me when my husband and I visited Wisconsin over holiday and planned to go on a field trip to the Motorcycle Museum one hour away from my niece's city.

I called my sister, Megan's mother, to find out if any of the big brothers or Megan would like to join us the next day at the Museum.

My sister's answer was 'Yes, Megan wants to go.' 

I said 'You are kidding?' 

My sister said 'Oh, no, really, Megan wants to go. She is already counting her money so she can go to the gift shop.' 

I said 'Really...really?'

My sister says 'Do you want to talk to her so you'll believe me?'

Me: 'Yes, Absolutely, I'd like to talk with her.'

Megan gets on the phone.

I said 'Meg, your mom said you'd like to join us to go the Motorcycle Museum?'

Megan: Oh, Yes I would.

Me: So, you know this is a different kind of museum. It doesn't have Dinosaurs nor Fancy Artwork nor Experiments for Kids to Play? It is only Full of Motorcycles.

Megan: Yes, I know. I'd like to go!

We left the next afternoon for a most memorable museum experience.

It is highly possible that Megan was more engaged and delighted by the Harley-Davidson Museum than even my engine-loving husband or my younger sister and her teen-age son!

We all wore the usual motorcycle casual attire: blue jeans and other things that are black or gray.

Gotta get low in the Race Position!

Megan wore her Mrs. Santa dress - long sleeved red velour dress that went mid-calf and had a white furry collar. She also wore the fluffy cuffed toe-socks that we gave her for Christmas. She carried a blue jean purse with special zippers. She was all set. Period.

The HD Museum actually had an amazing Scavenger Hunt for children when we entered: Megan got a clipboard, a pencil, and a photo flip chart of 12 cool motorcycles with clues to find them throughout the museum. She was focused and completely rose to the challenge to find these specific motorcycles to complete her game. Megan read clues and read signs and re-read clues. She got some "help" in the search from my wonderful nephew Dan and my sister Jeri.

Later, Megan got a prize of stickers and a wash-away HD tattoo for completing the Scavenger Hunt. Megan shopped in the Gift Shop with her special money from her special purse. She bought something for herself and gifts for her whole family. She was all set.

Megan could be a poster child for "How to Love Going to a Museum."

Megan, clipboard & purse: Studying the Robot that makes special moto parts!

The Harley-Davidson Museum was a huge success.

It was a huge success because an 8 year old girl named Megan Self-Selected to go with us to unlikely place.

I could write more, more, more, but really, Megan had a great time because she Chose to be there.

It is that simple.

Red sparkle dress, furry socks, blue jean zipper purse = Ready for the Motorcycle Museum.

The clear connection to our Early Childhood Education practice: 
Trust children to choose their own experiences. Trust children to want to engage in experiences that interest them. Trust children.

the ink monster

How to create an ink robot monster while sitting next to your best friend at the art table:

Space Station guys in all yellow ink and Robot Monster in all black ink. Of course.

Start with one black pen, then draw!

[So simple]

Here are two boys who chose to work next to each other at the art table  - they are best friends - and both have their own vision of what will come to life on their paper: their unique vision, their unique hand-eye coordination, their unique motivation to create what they will create.

Doesn't it fascinate you to see what children will create 

when their time is THEIR TIME?

Robot Ink Monster. Completed. Please admire.

Consider the alternative IF I HAD TO BE "in charge" of art time:

How would I know to offer the one boy only a yellow pen and the other boy only a black pen?

How would I know that one paper should be turned wide and the other paper turned tall?

How would I know to direct them to outer space for their vision and to write space terms?

How.

Would.

I.

Know?

I wouldn't.

Art and time is for the children.

Our job is to provide materials, variety of spaces to create, and time. 

How hard is that? it is not.

[so simple].

moving at the speed of children

People have often asked me how I can work with young children. 

     "Aren't they wild and busy and on-the-go all the time?

     Don't they go in all different directions?

     Aren't they moody and needy and unpredictable?" 

Ummmm, not really, no, not really.

3-year-olds quietly fascinated by chickens drinking water.

green green green paintings....perhaps this child created ALL these works?

Children are capable and focused.

They are self-directed and have their own interests.

They express their feelings and opinions.

Those are the kind of people I get to work with daily.
They just happen to be 3-, 4- or 5 -years-old.

This post is inspired by a post by Elise Edwards at Yo-Yo Reggio who wrote about 10 Important Things I Am Still Trying to Learn. I latched onto #4 in particular having to do with moving at the speed of children. The other 9 are wonderful, by the way, and definitely things I continue to practice and refine!

The idea of moving at the speed of children caused me to reflect on the value of my teaching days. Ironically, moving at the speed of the children is what I rely on - it informs the content of my teaching, it informs the needs of the moment, it informs me that THEIR AGENDA is most important instead of racing through My Agenda (whatever that might be).

"Children, like anything else of value, should not be hurried." (anon)

Sure, it is not always easy or comfortable moving at the speed of children. The moment  might be S-L-OW-E-R than you are hoping to go - "we are heading to library class and two children are interested in learning to tie their shoes" - or much FASTER than you'd planned "three children who'd like to dance as you are starting to read a book". Hmmm, what would YOU do in both these instances?

Surely, there are ways to support the pacing the children are trying to set and adjust yourself accordingly. Most of the time, for me, I CAN actually move at the child's speed. Only occasionally do I need to suspend their agenda to accommodate my own. I have to stay aware of when I am pushing to have my agenda run because "it is easier."

I am always thinking if the the clock is more important than the moment with the child. 
The clock does not often win.

mud kitchen work takes time and focus to really get the mud cooking just right!

a close up photo of child and teacher together -
a quiet, slow moment.

the careful placement of the block in one simple moment to create a balanced, unusual design.

3 Different Speeds of children:

The Zipper. One boy and a task.

I was thinking about my friend Joshua and the extended time we both spent at his backpack working on THE ZIPPER! I have a strong visual of just me, him and his backpack - that was our world with the task of zippering at hand.

Josh was used to his family and friends opening his backpack for him and then zipping it closed for him. Josh was nearly 5 and really didn't have an idea about How The Zipper Works on his own backpack.

I knew he was capable - he just never had the chance to really try to work it himself. Josh and I spent many minutes at snack time and lunch time for days and days giving attention to his zipper: How to hold one side of the fabric, how to look with your eyes where the zipper-pull is heading, how to yank and zip and open and close. Josh was able to master the zipper after some time together AND other children becoming helpers for him to learn instead of doing it for him.

Moving at Josh's pace to slow down enough for him to work his small motor, hand-eye coordination and understand the concept of how zippers work was important to give him the confidence that he Could do this on his own.

Good Morning.
One boy, the whole class and Patience.

Kyle was a quieter boy. He struggled with group time and speaking in a moment's notice. We never put him on the spot to say Good Morning during our morning meetings, yet we wanted to make sure that he didn't literally get skipped over  - we didn't want Being Skipped Over to be acceptable. We wanted to make sure everyone was a valued member of our class in the way they were comfortable. We had different games for Good Morning and each time when it was Kyle's turn, we would wait to see what he would do or not do. We did stop at his turn to give him time to think if he'd like to participate to say Hello, to say "please pass" , to give a wave or a blink or a thumbs up. I felt it was important that the whole class didn't learn that Kyle was someone to be skipped over. Most of the time, we'd wait a bit and Kyle would give a little hand wave or a head nod - great! I knew our work was successful when one day when we were at Kyle's turn, another child said "oh, it is Kyle's turn...he likes to think about how he wants to say Good Morning" and the other children simply happily agreed. That is being a valued member at its best. Wow.

Fossils in the Dirt.
The whole class unearths a project.

An exploration of "fossils" unearthed in our school yard, in the dirt, under rocks. During outside time one day, the children discovered 'prints' of leaves and bugs left in the hard dirt and dusty rocks. We took photos and explored every day for more "fossils" that lived at our school. The discovery of the fossils happened in an instant by two children: the study of living things, nature, and imprints was a collective exploration by the class of 16 children over a couple weeks. This exploration could not have happened if we didn't follow the children's pace and discoveries. I had not planned this project, yet I did jump at the chance to guide the discovery into being a project.

It is like a treasure map to move at the speed of children - their interests, their discoveries, their search to make meaning of their world.

watching water drip drip drip from the water table - life should be that simple.

What is YOUR speed with children?

Are you able to join in and follow their agenda?

choices turn into "I NEED to do THIS"

I NEED to use this camera to take photos of friends.

I am an advocate for lengthy Choice Times every school day for young children.

No matter what curriculum or pedagogy your school follows, there is ideally room in the day for Choices. No matter if perhaps your school has some academic, structured times; or teacher-directed experiences; or specific standards that you are attempting to tie into open-ended authentic learning experiences.

I NEED to use the hole punch - punch - punch.

Ensuring that there is dedicated Choice Time for children everyday is a gift not only for the children, but in turn is a gift to educators who come from a perspective of wanting to partner with children in the learning process.

I NEED to use rubberbands and this GEO board.

During Choice Time, the children direct themselves in or out of the classroom, engaging with peers and materials and teachers. During Choice Time, teachers have the opportunity to listen and observe, photograph, document... and uncover the interests of the students which can help guide your planned experiences or projects for the next day, weeks, and longer. 

I NEED to use this squirt bottle to water this plant.

WE NEED to get some water in our cups.

It is stunning to observe
as childrens choices are motivated by their needs to engage
in a certain way,
with certain energy,
with certain kinds of materials.

WE NEED to roll our friend around the floor!

WE NEED to dig this hole together.

WE ALL NEED to work at the writing table.

WE ALL NEED to listen to Big Pumpkin at the listening center.

Their choices turn into 

"I NEED to do THIS" which is valuable and necessary at that exact moment...

Teachers cannot plan those exact moments - children NEED their own time to follow their own choices.

I NEED to dance to make my kite fly.

I NEED to take a rainbow, tiara-wearing break.

WE ALL NEED to have fantastic parachute fun!

"There is a big difference between having many choices and making a choice." (anon).
I hope your school can offer Time for Choices...
a Time for Choice Making...
a Time for "I NEED to do THIS."

let there be tape

Tape.

paper strips, TAPE in place, eyes and nose attached.

There is so much to be said for tape.
[Ideally, schools have tape available for children's use - it is a perfect item to eternally have on your 'wish list' for parents and visitors to donate to your classroom.]


We have lots of name for our different tape: Clear tape, Colored Tape, Skinny Tape, Wide Tape, Double Stick Tape. Once children realize they are allowed to USE the tape, then the creations are fabulous and endless.

paper party hats, yarn, scraps, staples...and TAPE.

Sure, perhaps initially there is over-use as children are fascinated with P-U-L-L-I-N-G the tape off the roll.



Yet, that exploration is the same as the giant puddle of glue on a blank piece of paper as the glue bottle is upside-down and s-q-u-e-e-z-e-d endlessly.

 So, after the big pull of tape (maybe a few times, sure) then there is room for some "oh, I see you are interested in the tape...what were you hoping to do with this long bit of sticky tape?"

marker note, cut and ripped paper, framed, sealed with TAPE.

Then children take the looonnngggggg piece of tape they just pulled...Maybe it'll just be bundled in a ball - ohh, that could be interesting.
Maybe it'll just be stuck to the table - hhmm, that could be interesting.
Maybe something else (artwork, the child's hands, a friend's sleeve) accidentally would get stuck to it - yes, that would be interesting.

butterfly, rhino, elephant, bunny, turtle...crumpled paper and TAPE!

Start the conversation of exploring with tape.

How it feels. What it does. What it can do.

What YOU can invent with IT.

 Tape is a tool.
Let there be tape.

the final touch

The last day of the year. Makes me think about how things wrap up, how things become complete, how things are started and then how things have a "final touch." Today is my last post for this year, my final touch to two thousand ten.

Have been thinking about the steady hand of children who are focused in their experience. As an educator, it is brilliant to witness the thinking of a child as s/he adds "just one more bit" to their work.

 

It is all about the balance.

To observe the concentration, to observe the use of materials, to observe the assessment of space on paper or carpet as a child - in the one exact moment - decides that this final block, or dash of paint, or placement of a dot is Just Right.

Happiness is so simple.

Ironically, so many people who meet an early childhood educator - yet do not have experience with young children - have sympathy for our chosen career path because 'certainly, children create mad messes everywhere they go'. Ahhhh, well, this is not true.

This piece absolutely goes right here.

Children create the most marvelous pieces of deliberate work, sometimes independently, sometimes collaboratively, all day long in so many incredible schools.

dot, dot, dot, dot.

 Here's the secret (alright, it isn't a secret at all): if given the time and materials, if given the time and materials, if given the time and materials...we each learn how to add the final touch to our own valued work, our own masterpiece.

This should fit right here, exactly, excellent.