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Artcl Unplanned Explorations Naeyc Tyc v5n3 31r1
Artcl Unplanned Explorations Naeyc Tyc v5n3 31r1
Kelly Matthews
The infants to 5-year-olds in my family child care program have taught me the value of rich and meaningful learning that happens in authentic, everyday experiences. Early educators often spend much time and effort planning such experiences. However, sometimes we support childrens learning best by stepping out of the way. This lets us learn alongside the children. The following story offers insight into both the childrens thinking and my own. It illustrates the different roles I took to engage children. I assumed the traditional role of teacher as I set up the environment for a morning project, as well as documenter, peer learner, and researcher as the childrens interest evolved. I challenge you to name all the roles you see 5-year-old Troy stepping into. These experiences emphasize the importance of following the childrens lead to see what they can teach us and each other.
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The unfolding
It looks like you are standing on the ceiling! Troy said to me excitedly from across the room. He had put the mirror down on the art table, looked into it, and saw the ceiling. Then Troy picked up the mirror and continued to look at it as he turned. He asked me, Can you see Laura now? (Laura was sitting directly across from him.) No, I cant, I said. But I explained what I could see to give him clues about my perspective. He was determined that I see Laura, so he kept turning the mirror and asking, What do you see now? It was incredible to see Troy combining the information I gave him with his movements to accomplish his goal. This experience allowed him to solve a problem that was meaningful to him. He could learn in a context he had created.
Creative modeling
By this point, other children noticed how Troy was using his mirror. They started using their own mirrors to explore perspective and reflection. One child discovered how to get the ceiling on the floor: she put an upturned mirror on the floor at her feet! All the children were inquisitive and excited about sharing what they had discovered. It became a collaborative learning experience. The children could copy one anothers ideas and share what they learned with each other.
Decision time
While observing the childrens exploration throughout the room, I evaluated my options. I could have demanded that the mirrors stay in the art center. Or I could have enforced my original intention for the mirrors: they were to be used for face painting only. In the end, I decided to respect the childrens interest, discovery, and authentic learning, gracefully following their lead. Through my observations, I learned the value of trial and error for childrens problem solving. By asking one another about what they could and could not see, the children learned to manipulate the angles of the mirrors and make adjustments to change their perspectives. Sometimes a child would overcompensate and turn the mirror too far and be surprised by what came into view. I continued to observe without commenting to see if the children would make smaller adjustments to the mirrors to locate the objects they wanted to see. This would show in-context problem solving. It was also interesting to observe childrens learning as they communicated their perspectives to others. At first, I listened to them struggle with directions. They didnt yet have the spatial understanding to use a phrase like turn it to the right. However, children started using objects in the room as focal points. For example, Sofia told her friend Turn toward the window and then asked, What do you see now? The children took directions from their friends and then finetuned their actions to establish a common visual experience. This showed their higher-level learning. They gathered information and immediately analyzed it, applied it, and offered next steps within that context. Finally, through these observations, I learned about childrens receptive language skills. The
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children were able to translate verbal directions into actions. As groups of children worked together to solve a problem, they were all invested in making sure everyone saw different perspectives. I saw leadership in action as well as children following directions graciously. What was especially meaningful was that the children were learning with and from their peers. This learning was happening by the children, with the children, and for the children they owned it. What started out as an art activity had become so much more. And it got even better!
it down on the table and hold a mirror in each hand. Use big ones so you can see more shells better. Hold the mirrors straight across from each other. During this time, I saw my role as that of a stage manager, as Elizabeth Jones and Gretchen Reynolds describe in their book The Plays the Thing: Teachers Roles in Childrens Play. Making sure each child had what she or he needed to carry out the experiments was important and kept the play moving. Normally I find myself asking lots of questions or asking children to name what they are doing, but the language was so rich and meaningful between peers that it felt like I would be interrupting if I added anything. I felt my work at the time was to do some learning of my own: to pay attention to how children were solving problems and to take notes on the language used and problem-solving techniques applied. I remained ready to ask questions or wonder out loud about things as needed, which happened as the mornings explorations continued.
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We spent a good chunk of the morning creating and solving these and other problems, which ranged from social to scientific, from mathematical to methodological. We all delighted in creating problems to solve. When thinking about ownership of the learning process, explorations like these are ideal. Children are engaged because we are encouraging exploration in an area that already has their interest! During these explorations, children begin to see themselves and their classmates as creators of knowledge and as resources for more information. For Troy, this morning represented a day of engagement the kind of day you want every day to be like for children. He was engaged not only with exciting learning materials, but also with curious peers and a supportive adult. He was challenged but persistent, because he was motivated to find the answers. Troy got to be a leader who inspired his friends, and found them to be ready companions. He moved between leader and follower as those friends came up with questions and challenges of their own. In watching this morning unfold, I was reminded of the complexity of teaching young children. We must balance the scaffolding we provide with opportunities for children to scaffold each others learning. I also remembered how providing engaging materials is only a part of our jobwe must also
provide a supportive environment in which those materials can be used. Finally, I noted the importance of being curious along with the children on a daily basis. This morning of exploration and excitement never would have happened without a yes to taking the mirrors out of the art center. I mentally made a note to start a list titled What happens when we say yes to children.
Reflective Questions
Use a reflective protocol like the Thinking Lens (see TYC, Vol. 3, No. 4) to reflect on the article. Then consider the following questions.
Know yourself
As you read about the mirrors exploration, what was your response? Did you feel surprised, curious, and excited about the childrens discoveries, as their teacher did? Did you have potential concerns? Would you find yourself initially engaged and willing to say yes to this exploration? Why or why not?
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