Those of us who spend our days in the company of young children need not search far for understanding of this term. Whether you laugh along with it or whether it makes you leave the room for a break, we all know it. There is nothing quite as joyful as the silly, laughing, tumbling energy of young children and, as with anywhere else, in a classroom, it spreads. One child begins and before long the entire group is rolling around, tumbling or even doing cartwheels, all in full laughter and trying to get them back attentive and calm is a task only befitting the bravest of souls.
The early learning frameworks of two provinces in Canada that I was reading recently qualify this type of play with a name: Dizzy Play.
“Children’s play sometimes erupts suddenly in loud, boisterous, physical bursts. This kind of play is exhilarating and infectious, creating communities through shared laughter. Children love to twirl until they are too dizzy to stand up, laugh with others over nothing in particular, babble nonsense words in a riotous conversation, put their pants on their head or their jacket on their legs and perform for their friends. They revel in their power to turn the world upside down, playfully confident that they can restore it.”
Early Learning and Child Care: English Curriculum Framework for New Brunswick, 2007, p.29 .
Continue reading “How do we allow for the joy of ‘dizzy play’ in our programs and why should we?”
The idea of intentional or purposeful play is one that has received a lot of attention in our Ontario context. As educators, there is a pressure to be accountable, to ourselves, to parents, to administrators. What are the children in our care learning? Is all play purposeful? How do we account for the learning that is happening in children’s play?
I’d like to thank fellow educator and blogger Aviva Dunsiger, whose comments and thought-provoking questions inspired this post and whose own post Calling into Question Purposeful Play on purposeful play began an interesting conversation In commenting on The Beauty and Chaos of Free Play, she asked:
How do you find that your focused materials, discussion, and documentation varies from your free play ones? Continue reading “How do we negotiate learning with children?”
This is an idea that has been in my mind for the past year, percolating and trying to become a fully formed question. I am entranced by the manifestation that the idea of environment as a third teacher has taken in the form of beautiful activities set out at centres. I am inspired by the beauty of the many such centres available for viewing on the internet. I am captivated by the power of aesthetics and the idea of creating something that will entice children to explore, to create and to think with the materials laid out in a manner that inspires, attracts, and engages.
There is evident in many of these provocations a belief in listening to children and involving them in the learning, a desire to allow for their exploration and creativity and a desire to implement an approach of inquiry and emergent curriculum. I see the deep thoughtfulness of the educators as they respond to the children’s learning.
And yet I wonder…
What is the impact of creating such beautiful arrangements on learning? Will my presentation of materials make a difference in the learning?
Continue reading “If I ‘home-stage’ my provocation, will it lead to better learning?”
No, not a beautiful provocation but instead a picture of the real chaos that results from children deeply engaged in self-directed and exploratory play with materials – beautiful nonetheless.
Alison Gopnik, in her book The Gardener and the Carpenter, muses that children are designed to explore and that “the messiness of children makes a special contribution to human evolvability.” (p. 31-32) I take heart in this message, especially as I think of the creative energy and the jubilant manipulation and transportation of materials and loose parts I witness in my own Kindergarten classroom each day and the resulting chaotic mess of those materials that often results.
Continue reading “The Beauty and Chaos of Free Play”
The work of New Zealand educational thinker Margaret Carr has long inspired me. Her ideas on assessment as valuing have made an enduring impression on my thinking about what I do in my practice in regards to assessment.
As I have been reflecting on our new Ontario Kindergarten curriculum, I have been thinking about how it impacts my collection of assessment. How can I create a means of collecting assessment that honours the child, that values them? How do I capture the full spectrum and richness of learning that occurs in so many instances throughout our days?
I am intrigued by learning stories, as discussed by Margaret Carr in her book Learning Stories: Constructing Learner Identities in Early Education, as perhaps providing a holistic means of collecting this assessment within the scope of our new curriculum. Continue reading “How Can We Think about an Ontario Lens on Learning Stories?”
‘Environment as the Third Teacher’ has become a common mantra in the early years community. As it has, beautiful classrooms, displays and carefully arranged invitations at centres have proliferated. Yet, is it all really necessary? What if we don’t have the money? or time? What is the intent behind it all?
Considering the environment as a third teacher has allowed us to think about the importance of the the environment in early years learning programs and that is crucial. There is no doubt that our surroundings have an impact on us and that in early years settings, they are of primary importance.
If, however, we want our environments to have impact, then it must be about more than decorating, collecting materials and following the latest Pinterest trend. We have to consider the intention and rationale of what we are doing.
Why are we doing what we are doing? How is what we are doing helping to promote and honour student learning?
Continue reading “Do I Really Need to Create an Aesthetically Pleasing Environment That Could be on the Pages of a Home Magazine?”