Let dramatic play spill over into the book area?
Tape things to the wall anywhere in the room?
Draw lines on the carpet with chalk?
Draw with paper and crayons in the block area?
Let children use the cubby area for activities during play?
Let children play my autoharp during play?
I sometimes find myself saying no to random things and after I do, I realize there was no reason to. Right off the bat this school year, the children began taking pillows from the book area and scarves from dramatic play, and using them to make a home under our new piano in the book area. My class is quite small this year, so they weren't getting in anyone's way, or bothering anyone. Actually, it was quite the opposite - there was wonderful conversation happening, and an interesting game between some boys and girls. My assistant teacher told them to put their items in the right area and "play house" in the dramatic play area. I backed her up on that decision - areas are areas, right?
But why? Our environment should be inviting, cozy, child-centered, engaging, inviting, and open to exploration. But materials should be able to drift, I think. Messes happen -- things can get cleaned up. When clean up happens, things will go back to where we know we can find them next time. I feel like I have gotten into a habit of restriction, saying no to more things than I say yes to. As an educator and the person who should be supporting learning and growth, I need to take an extra five seconds to think before making an assumption about the way things are "supposed to be".
Tape things to the wall anywhere in the room?
Draw lines on the carpet with chalk?
Draw with paper and crayons in the block area?
Let children use the cubby area for activities during play?
Let children play my autoharp during play?
I sometimes find myself saying no to random things and after I do, I realize there was no reason to. Right off the bat this school year, the children began taking pillows from the book area and scarves from dramatic play, and using them to make a home under our new piano in the book area. My class is quite small this year, so they weren't getting in anyone's way, or bothering anyone. Actually, it was quite the opposite - there was wonderful conversation happening, and an interesting game between some boys and girls. My assistant teacher told them to put their items in the right area and "play house" in the dramatic play area. I backed her up on that decision - areas are areas, right?
But why? Our environment should be inviting, cozy, child-centered, engaging, inviting, and open to exploration. But materials should be able to drift, I think. Messes happen -- things can get cleaned up. When clean up happens, things will go back to where we know we can find them next time. I feel like I have gotten into a habit of restriction, saying no to more things than I say yes to. As an educator and the person who should be supporting learning and growth, I need to take an extra five seconds to think before making an assumption about the way things are "supposed to be".
I tend to let the spill over happen. If they're busy, creating stories and collaborating - I let it flow as much as I can. I've had all the chairs set up as a train, set up as a coral, and lined up as cars gong on some kind of trip. This is such big good stuff. Sometimes I sit back and watch and sometimes I get involved. Maybe taking dictation for a shopping list or I make a map or a train schedule.
ReplyDeleteI would say no to chalk on the carpet and to playing the autoharp.
Mariah
I can see how the chalk on the carpet could get a little out of hand - it vaccuums right up, but with the way some of the youngest ones like to really press and put pressure and go over the same lines again and again, I can envision it being a little messier than I had predicted. I do let them play the autoharp, through - as long as its on the floor (its quite heavy), they really cannot do any damage to it, and they love to make up their own songs.
ReplyDelete(case in point!)
I love the singing! And I have to agree that sharingthe autoharp seems the right way to go.
ReplyDeleteHow about this -- We have a chore list the kids rotate through. One of the jobs is housekeeping and the 2 kids with this job use a small broom and carpet sweeper to tidy the room. ALL the kids want to use these tools. Do I limit it to just the 2 with that job for the week or let then all jump in?
This is our first week adding the chores so it's all new still. I only have 7 so they will get to each job fairly quickly in adult time -- not so fast in 4 yr old time.
Mariah
We are struggling with saying no and when to intervene. When do you step in a provide the boundaries. . . and when do you trust that the child can self-determine? And if we always provide boundaries how do children learn to set their own boundaries? But if we don't provide boundaries, how do we keep children safe?
ReplyDeleteWe let the children carry materials to other areas. . . but we have decided to say no to having inside toys outside, because they get destroyed by the water play and mud play outside. . .
We are having SNACK on the carpet. I know - crazy. But we've put a little handi-vaacum at the carpet, and the children have become very good vaacumers. . .
I have really thought a lot about this this week - We know we have to be flexible, it's just a question of how flexible. We still need a safe environment that children want to explore and experience.
ReplyDeleteOur school has been a place with "everything in it's place" aspect. During the summer the courses I've done have expressed how wonderful it is to "let things spill over." It's new for me, but I am hoping to allow this to happen.
ReplyDeleteI'm glad everyone else is thinking about this!
ReplyDeleteMariah, I introduced classroom jobs in January last year, and with 20 kids rotating through, it tok forever. I don't mind the children helping each other with their jobs -- but if a child wants to do it on their own, that should be respected, too.
What about having things a little mixed up in the first place? Drawing materials in baskets throughout the room, books everywhere...Where did the staple "areas" come from? From my days as a preschool camp counselor in high school to student teaching to stepping into my first classroom, there have always been the "areas".
I'm not against them -- but perhaps we're all walking around like zombies, scared to put the legos on the art table...
I believe that if the materials are being used in purposeful play and discovery, and that they will not cause damage or harm to anything or anyone, then the children should be allowed to respectfully move things around the room with the expectation that once the play is finished and complete (whenever that may be), then they are to be returned to the correct place.
ReplyDeleteThanks for this important prompt, you make a good point.
Christie
http://childhood101.blogspot.com/
Wow... I stumbled onto this post tonight(from Teaching 2 & 3's) just when I was having this same conversation with my assistant. Where did area's come from, why can't they intermingle?? I have an in-home daycare/preschool (which has always been a place of open-ended exploration) we have become bigger, added the assistant, set up "centers" and I seem to be lost. Saying No, when in the past I have said Yes, directing children, instead of them directing themselves, giving rules instead of choices... I believe in Child-led learning in the toddler/preschool years... it seems I lost that recently. Thank you for this post!! It gives me both the excitement of getting back to that place I once was & the reassurance that I am not the only person out there going through this. Thanks... I look forward to following your blog, I am glad I found it!!
ReplyDelete