teaching from the empty swing

Have you ever NOT been in the classroom during a normal school year? Put a giant PAUSE button on your teaching life?

Without children in my days, it is like lacking a food source.

I am afforded the opportunity for reflection on my blogging life and my teaching life.
This opportunity comes in the form of some recovery time at home after having wrist surgery last week. I will be out of my classroom position for at least one month, and we'll see from there how I am doing and when I can return.

The irony in this break from teaching is that I get unbroken time to appreciate the journey of this blog.

I actually started Zella over 3 years ago on a recommendation from the director of my former school who knew I was home recovering from - then - ankle surgery. She offered the idea of a blog, that maybe while I lay at home with my leg elevated, I would maybe give myself something to do with my photographs and learning stories of young children.
Hmm. Interesting idea.

As it turns out, it was an idea that literally changed my professional life.

My blog has connected me with amazing people from around the world, from
Teacher Tom to
Jenny at Let The Children Play to
Anna at The Imagination Tree to
Rachelle at Tinkerlab,
and around the world a few more times.

The blog has given me a voice to share the authentic learning of young children as they engage in their own choices of play:
Following Emily 

The blog has given me a voice to say Teachers, you are the force of change and for knowing what is the healthiest learning for young children. Teachers, tell your families that choices and time and natural materials are right, absolutely right : 
Be That Teacher

The blog has given me connections in real life to uplift and encourage social networking for schools as a real, valuable form of communication. Real. Valuable.
This was my most wide spread post on how to be inspired by pedagogy yet how to be grounded enough to commit to the school and culture where you truly teach:
My Break-up Letter With The Reggio Approach

Currently, I am formatting a blog for my school and doing some social networking for them. It is exciting work to be at the beginning of something. To know an amazing school will soon share about their amazing [simple] work of dedicated play with young children.

So, the swing is empty for now yet the stories runneth over.

my break-up letter with the Reggio Approach

 "do nothing without joy." - Loris Malaguzzi, founder of REA

Dear Reggio Emilia Approach,

I will start by saying: "It's not you, it's me".

Yet, that really wouldn't be the truth. It IS you. That is why this letter is so difficult to write.

[I really never thought I would write this letter because, like other long term relationships, one never thinks of them ending or changing. This pang to break-up came suddenly to me last week and I have thought deeply about whether or not to write these words. Like any other break-up, I stand strong in what I have to say yet it does not mean that my heart is not breaking.]

We have known each other - well, I have tried to know you - for over 20 years. You altered my teaching life in the most dramatic way when I was a brand new teacher. In turn, you have changed my actual life - the Who I Am and What I Consider Beautiful and How I Respect Children. I am a better, more thoughtful and patient educator. I am a better narrator. I am a better photographer. You changed me and I will always be indebted to you for the gift of loving being an early learning educator.

[When I was a younger teacher, I thought perhaps I should study the Italian language, I should always use mirrors, I should use black slender ink pens, and - without question - I should have a giant slab of clay just there in the center of the table for children to explore everyday]

However, over all these years, the you that I understand has become something else to millions of others from around the world. You are misinterpreted and misrepresented. You are THE Approach to early education that nearly all who get a glimpse of you begin to introduce themselves by saying: "I am a teacher inspired by the values of Reggio Emilia". Who wouldn't be inspired by you? It is inconceivable to not be inspired by you. The Rights of Children, the Environment as Third Teacher, the Teacher as Researcher, the documentation, photography, natural materials, clay, community, food, light, dialogues...it is all so inspirational. And, we cannot forget The City. The city itself is so inspirational.

[Sigh. I am thinking of the Lions in the Piazza, the Amusement Park for the Birds, the study of Crowds and the phenomenal world-renowned traveling Exhibit.]

 Of course, nearly all who are inspired by you are not from Your city. Nearly all who are inspired by you only see the the hard work you have already done for over 50 years to offer these beautiful, respectful schools to your families. The people from around the world who say "I am inspired by Reggio Emilia" are often trying to "DO" Reggio. Isn't that sort of funny? And a bit sad? That the highest quality early learning center in the world - you, Reggio Emilia - that prides itself on representing its own community, art, language, and culture is being REPLICATED by schools around the world? What happened here? What is missing in the RE message that most believers in you allow their own Culture, their own Children, their own City to not be represented in their School? Isn't it leaning towards crazy that each educator that is replicating you has completely lost the true beauty of their own footprint, their own mountains, their own curvy streets that surely lead to wondrously glorious places?

[I am remembering my first workshop with RE educators in 1992 in Boston. It was their first official lengthy workshop in the US, they spoke entirely in Italian, then their lecture was read aloud again in its entirety in English. One of the most amazing 4 days of my teaching life.]

Within the blogging world, when I asked educators what they value about RE, they shared that the open sense of Time, the Respect for children, the Environment as teacher, the 100 Languages, the teacher and child as Co-Constructors were the keys. I believe in these educators. They do see the richest ideals of RE. Yet I also wonder how many other educators are forgetting to examine what is important to THEM. Rarely, if ever, have I seen or read educators flat out adding - stating for fact - their own ideals from their own school culture that they have weaved seamlessly into their mission. I feel like we - including me - are so dazzled by the inspiration of REA that we don't even consider incorporating our own beliefs or values. THAT is why I am breaking up with REA. I cannot teach in the beautiful school that I teach and keep seeing what is missing from the RE value set.

[I am setting down the glasses that I have worn for over 20 years that kept me seeing schools and spaces only from the RE perspective.]

I want to be committed to where I teach, what our school believes in, and fold in what our own educators choose are the values of our City and Community. This doesn't mean others should do the same, that's the point. Follow what makes sense to you. It's just that, for me, I realize being inspired by you, Reggio, does not let me see anything else.

[I am a member of NAREA. I have traveled to Boston, St. Louis, Boulder, Calgary, and many cities in California to learn from Amelia Gambetti, Leila Gandini, George Forman and others. I have traveled to Italy. I have seen the Exhibit perhaps 10 times. I own nearly every quality book published about Reggio. My first edition 100 Languages yellow book, dog-eared and highlighted, is my educator bible.]

I hope we can still be friends.

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?

 

a child's plan in a play-based school

Children's ideas are supported inside the classroom and outside.

I was speaking with a colleague, Maria, yesterday after school. Maria had been extending an interest of the children by offering musical instruments and music books on our outside patio. Our school had had a community event over the weekend where the university band came and played. The children had been mesmerized and inspired during the party.

Maria shared about Lance deciding to make his own Drum on Monday using cardboard and paper. Maria then shared the most special part: The next day, on Tuesday morning, Lance had made a plan at home before school with his mother. He had told his mom that today when he went to school that he would create a trombone and that she should come to the end of class when Storytime (meeting time, circle time) normally happened because he would play his trombone then.

Lance's first trombone. He made 4 others in following days.

Lance DID make a trombone at school out of huge recyclable tubes and milk caps for the buttons and lots of tape. 

Lance DID perform the university song during Storytime - with 8 other children who also invented instruments that day.
Lance's mother DID make sure to arrive for Storytime (parents are always welcome to join) to see and hear the trombone.

THIS is the beauty of a Play Based School. 
Lance knew that his ideas and plans would be supported and encouraged at school. 
Lance knew that school was where he made his own choices about where he played, with whom to play, and what materials with which to engage.
At our school, if Maria had not had music items or recyclables set out the next day, the teachers would ensure Lance could access whatever he needed to complete any plan he made.
 
Lance's dedication to his lengthy project, the pride he felt to complete it just how he wanted, and commitment to work along side 8 other friends who were designing flutes and tubas and drums - priceless. This exact play and plan could only happen where the teacher role is facilitator. We are there to uplift the work, ideas and world of the children.

Can you hear the trombone?

"Look in my hands!"

Most days at school I am the observer of discovery. Children play and invent and reinvent, and I document and photograph my interpretation of what is happening.
I love my days using my educator lens and valuing the children's work in the very moments it is all unfolding.

There are moments, as well, however, when discovery is delivered to me - literally - by the hands of children. This week, on one particular day, within a short time frame,
2 children came right up to me to show me their most beautiful findings.
My camera was ready.

"Look! I made a heart out of sand!"

"Look! I have a big metal rock and a small black rock!"

I love working in the world of children.

To be allowed to witness the discovery of Amazing and Beautiful things that exist in the world in the spontaneous time frame that children find them - well - that is the reason I continue to teach.

As adults we don't "discover" sand heart or rocks: I know I would not see these things anymore if it weren't for the children.

What have your children discovered lately that was amazing and beautiful?

three words: Uncover Their Story

I was inspired by Scott at Brick by Brick and his 'One Word: Listen' post this week.
I reflected back on my own post from last year with MY One Word: Brilliant post and do feel like I lived fairly brilliantly for 2012.

Uncovering Jack's story of his straw and stick flying aircraft.

My new word for 2013 is not one word but three...
My focus is to Uncover Their Story when working with children. 
To do this, it requires
Stillness
Listening
Questioning
Respecting
Reflecting

I am fascinated by Process - and the Diversity of Process - by which individual children embrace their play.
I am fascinated by Use of Materials and how attaching, connecting, layering and technique come together to create some sort of collage or aircraft or kite.

I am fascinated by the life of children.
I am eager to Uncover Their Story and share those stories with you.

Do YOU have a word for 2013?
cheers!

grab an iPad, hit Pause, then Draw: a 4-year-old IN ACTION

I am always in search for the Next Story for my blog. As in, the Next Story that tweaks my interest when I see or hear something about young children's innovative methods for learning.

I had the good fortune last week to be speaking with a parent in the 3-5s class in which I teach. The dad, Vlada, and I were talking about his 4-year-old daughter Zoe and  - voila! - my Next Story. How amazing that this creative technology story came right to my lap when Vlada told me about how Zoe had been exploring with her iPad at home.

Zoe working at home with her iPad - pausing a scene so she can use her sketch paper to draw a favorite character.

Vlada shared with me how Zoe uses her iPad to watch short children's shows and also do other games on the iPad. A couple weeks ago, Vlada said Zoe started using her iPad - along with paper & pencils - in an unique way:

Zoe would be watching a favorite show on her iPad, then Pause it at a certain point, then turn to use blank paper and pencils to draw details of her favorite characters from the show. Zoe would view her iPad, hit Pause, draw, hit Rewind for a different detailed freeze frame, Pause, and draw further. Zoe would engage this way for long periods of time and has returned to this invented activity many times since Vlada first witnessed Zoe's iPad + Paper art experience. [genius!]

As an educator, I was particularly struck by Zoe's seamless integration of technology, small motor, choice-making, representational efforts with drawing tools, self-direction, and being an agent of one's own learning.

Of course, it is no surprise that children are the best teachers to show us HOW things can be used, turned, pushed, pulled in ways that we as adults would never dream up.
Of course this tech idea came from the best source - a 4-year-old in action.

* Technology use by early learners has been a hot topic for a number of years. Earlier this year, NAEYC put out its statement on Tech + Media. Here is a link to a previously written blog about technology and young children which includes links to the NAEYC Statement: Authentic Ways to Use Technology.

Special thanks to Vlada and Zoe for allowing me

to share their story and photo. 

What do YOU think of Zoe's inventive way

to incorporate technology with her interest in art?

Do you have other children's examples of playing with

or incorporating technology?

what if the beach was your classroom?

My husband and I just returned from vacation to Kauai, Hawaii. While of course we did our own adult exploring, dining, surfing, boating and such, my eye was never too far to observe children at play. I find it fascinating to see how parents 'allow' play (or don't) when in a vacation setting. 

Free Play? What if the beach - the idea of the beach - was the mentality of how you ran your classroom and determined your role along with the children's roles?

When we were walking along the beaches of Poipu on the south shore, I observed these children playing on the rocks, holding various nets. There was a male adult standing just off the water's edge and as the children would run up the beach, the adult would casually follow to be nearby yet never interfered or directed where the children 'should be.' 
[I must admit, I took some photos trying to look like I was taking a photo of the shoreline - not wanting to appear oddly stalker-ish - yet I was trying desperately to get some shots of the children (no faces) as they embraced their rich play at the water's edge.]

The children would do their own independent searching for treasure of one kind or another then return to their huddle to share their findings.

The adult supported the very youngest child to join the four explorers.

 So, what IF you set the tone of your classroom in the spirit of beach exploration and the adult who was nearby yet not involved directly in the children's play?
So, what IF you set your environment with the basic needs for exploration - blocks, paint, sand, peers - and then you yourself faded into the background ever so sleekly?
So, what IF?
So, why not?
You can YOU CAN allow the environment - the beach, the mountains, the desert, the city - to be your inspiration for exploring in the classroom. Give the children their space and time and - Zella's motto - the children will show you the rest.

authentic ways to embrace technology

There has been a great deal of talk about what is appropriate tech use for young children in the classroom. Hot topics around who has access (economic), how to address fairness (gender, timing, ability) and what is quality technology (software, resources, support). NAEYC addressed technology content and issues around classroom use in their 2012 Statement this year. Check out NAEYC's presentation via Erikson Institute's Webcast of Tech + Media as Tools  

The Statement is a rich tool to use at your own school to discuss and debate what and how you can address technology and media usage for your own students.

Simple machines such as a pencil sharpener have the "how does this work" concept just like technology

Over the years, I have been lucky to be able to incorporate technology in diverse ways. I have never felt pressure to 'teach' technology.  None of the constructivist values that I believe in have been compromised by the integration of technology. The blending in of another exploration area (technology) in developmentally appropriate ways is an educator responsibility I take seriously to ensure children are always active agents of their learning.

3 important realizations regarding technology: 

ONE - I have been able to OFFER it as a CHOICE

TWO - I have been able to INCORPORATE it as a TOOL

THREE - I have been able to USE it for REFLECTION and COMMUNICATION.

Here are some examples of how technology might BE in the classroom:

One child describes with his hands how something just Flipped in an art program.

1.  Computers can be used as a social tool. Software that is open-ended and creative allows for children to work together and test out ideas.

holding a camera, looking thru the viewfineder and Clicking!

2.  Children have Hands-On use of cameras or other tech items such as keyboards. You can have "play versions" as well, yet allowing children to authentically use cameras gives them a relationship with technology that is much more intentional and authentic.

Leaning atop of a keyboard, this child copies letters!

3. Children use photos as reflection tools or memories from a field experience. This child had come back from a visit to an independent theatre where we got to see how the projectors made the movie get to the screen. The child represented the complexity of the machine in her pen drawing and described the action, as well. (read in photo). (This was a long-term project on Movie Theatres  - many children made photo-reflections from our field experience which we made into a book).

Pen drawing of a film projector with a photo being the memory from the field experience to the local theatre.

Light table materials have endless possibilities.

4. Light is technology.  Examine how the relationship and usage of these materials change when the child uses them on the light table. Tech and media let children think in ways that are unique for materials and in turn allow children to think differently about color, shape, layering and space.

This boy decides on an area of his canvas that he wants us to photograph.

Visitors marvel in our Art Gallery of canvas masterpieces and I SPY frames.

5. Technology can allow something that is small to become The Focus. 

Children were involved in a long-term art project with a professional artist/parent in our class.

When each child completed their large canvas (see below), they use their smaller "frame" as an I SPY within their own art project.

We took photos of their special interest areas, printed them out, and then the children described these smaller art pieces below their original large piece.

The Art Gallery of their work allowed visitors to see the process, art, and photo close ups of the children's favorite parts of their work.

Doing this kind of "layering" to understand children's thinking about their work is perfect for technology to be used. The photos allowed breadth and depth for children to truly own and give voice to their work.

Painting was the children's choice - computers are right behind them!

6.  Technology is seamlessly embedded in the design of the classroom. 

Children, at right, paint at the large easels while the computer area is available right next to them behind the doors that area always ajar and the computers are always ON for them to choose to use.

Printed examples of children's work is displayed on the folding doors.

Communication at the entry for slide shows and field experience video.

7. Classroom communication at the entry.

Here, children were working on a spring project while the monitor and media equipment are seen behind them. The monitor was used for parent communication of photo slide shows, educational evenings, video review for children when we returned from a field experience, and photo reviews or studies. Right below the monitor are the children's "mailboxes" for communication, art and mail in hard copy. There is also a large wipe board easel that was used for written communication for parents, easily living next to the technology option.

What word would YOU choose for your artsy message?

Do you know the musical, hilarious story Big Pumpkin?

8. Technology as a literacy tool.
In the left photo, we use the nuts/bolts drawers from a hardware store to hold words or names that have value to the children. We have this Word Bank in our Writing Area and children love to find their name or favorite words in the different drawers then tape or glue the papers onto art or messages.







In the Book Area, we have a NO HEADPHONES listening center so that children can have a social, dynamic reading/listening experience with whomever joins into hearing the story. The tape recorder  - and the books and cassettes - have symbols so the children can 'read' Start, Stop, Pause, Rewind. Children have full use of the listening center and require virtually no help from educators.

Documentation is a rich integration of technology and observation by educators during a project.

9. Technology as a teaching tool makes learning visible. Teachers using documentation as an archival tool to display children's discoveries on a topic is a rich communication tool for visitors, parents, and the children themselves. Teachers use documentation as a significant reflective tool for understanding learning and respecting children's ideas.

This was a Birthday Project where we studied children from birth to age 5 to understand how we - as Young Fives students - had grown since being babies, then ages one through four. It was one of the most fascinating projects I ever did with a group of students.

There are so many ways to USE technology or to CHOOSE technology without having it take over or be overwhelming.
How do YOU embrace technology? What are your challenges?

respecting children's learning

ZEBRA by PAPER MACHE AND RECYCLABLES.

Most of you know I am a dedicated constructivist educator. I believe in ensuring that children have the time and materials to investigate, explore, problem solve and invent. I truly believe it is a child's right to have - not to be given, but to have - the time and materials to make meaning of their world.

I had the privilege of visiting my colleague Pam's school in Marin, California. Stretch the Imagination offers a "Reggio inspired" program for 3-5s that is filled with discussion, exploration, natural materials, and field experiences to local [incredible] venues for research by the children. Click here to read more about Stretch and founder Michelle Lawton.

I attended an evening event held by the school where teachers were presenting to parents their interpretations regarding their class's discoveries and growth for the year. The presentations were not recounting the calendar experiences of the children. The presentations were an overarching, deeper and wider perspective on the children as a class group from more of a teacher-researcher lens. 

[huge side note: I strongly believe that these are the teachers that should become leaders in our field because Respecting Children's Learning should be modeled, modeled, modeled, exactly as they have done.]

I bring a few photos to afford you a peek into the classroom's documentation and the stunning work by the children. In the classroom, all the children are represented, yet not all the children are represented in every project. This concept allows for a room to breathe, and it allows for educators to be intentional in what they choose to document or display to uplift the overall learning that occurred.

Cheers to the teachers' efforts. Bravo to the children's words and works.

The following images travel from
Self to Artist,
from Words to Photo Memory to Sculpture,
from Sensory to Still Life.

SELF PORTRAIT

THIS IS ME.

THE WORK OF FRIDA KAHLO.

BLACK & WHITE.

HAVE YOU EVER DONE A SELF-PORTRAIT? What colors would YOU use?

COLLAGE WORK with WORDS.

HAPPINESS.

MOON.

ART GALLERY PHOTO MEMORIES.

BOBCAT from PHOTO to BLACK PEN to WATERCOLORS.

PAINTING MOVEMENT OF A WAVE. STUNNING GORGEOUS.

DETAILS OF A TREE OWL. FASCINATING.

BIRD HOUSE.

ELEPHANT by PAPER MACHE AND RECYCLABLES

SHARK by PAPER MACHE AND RECYCLABLES

Sculpture
Work.

"Sculpture has been a large part of our artistic endeavor, both at the Audubon Center with natural materials and in the classroom with found objects."

SENSORY EXPLORATIONS represented in PAINT.

STILL LIFE with an EYE FOR COLOR.

BEGINNING ART APPRECIATION WITH YOUNG CHILDREN.

Take yourself to another school.

Bring a fresh teacher lens to really SEE the learning that teachers make visible.

Look UP, look low, yet especially, look INTENTIONALLY for the children to be the most vital part of the school.

Thanks to Pam and Michelle for inviting me for such a rich visit to a true school for children.