A Look Back
I spent several hours cleaning out my file cabinet of “teaching” ideas. It was fun to see my own evolution through the years.
I had folder after folder of cute crafts with samples. We no longer do crafts but rather explore the open- ended process of art through different mediums.
I had folders of science ideas. We now explore what crops up seasonally in our space and add “experiments” as are relevant.
I had old posters, magazine cut outs, instruction pages, samples; it’s all obsolete to where my path of learning has taken me with the children. If I stand back and I am observant with an open mind, I am the one who is learning. Our children learn while freely exploring and expressing.
How do you learn best? Is it by following someone’s idea about what you should know or do you explore your interests?
Sharing or Turn Taking?
Language is so important. Let’s unpack the language of sharing vs turn taking.
Young children are learning the skills of sharing and turn taking and they need support.
First let’s clarify the terms. Sharing is when something can be divided, so that each child has some of what ever is being “shared”.
If there is only one then the terminology is to “take turns”, first one person uses it and then another.
At Friendship Garden we do not put a time limit on a child who is using something. It is never taken away. The child gets to chose when they are finished. Classmates may ask for turn by saying, “may I have a turn when you are done?”. It is important for the child to control the length of time needed with an object before they are done. If I wanted the pen you were writing with and you were not done, do you need to give it to me? Of course not, we’d find another pen or I would wait until you were done. We need to respect children in the same way.
The language we use should reflect what the action or behavior is so it is clear to the child – “taking turns” implies you will get it back this is different from “sharing”.
Philosophy 2021
In 2019 I began training with Sally Haughey and Fairy Dust Teaching. I am poised to receive Wonder Teaching Certification in child initiated, PLAY based education.
This training and the pandemic led to shifts in our environment and teaching style. Susan Gallagher who was our Director in 2019-early 2020 developed our programs to reflect this shift. At the same time Kathleen Gorroir was hired. She has an extensive Nature Explore education background. Together we worked to bring about change at Friendship Garden.
What philosophy do we follow? The Waldorf Approach, Montessori Approach, Project Approach or the Reggio Emilia Approach? Are we Nature Inspired, a Forest School or do we follow some other guiding philosophy? We follow the MA Standards and Curriculum Guidelines for early Education. We meet and exceed these standards by choosing from the above guiding philosophies. We are not formally trained in any philosophy but rather broadly trained in all early childhood education.
Friendship Garden is first nature inspired. We are training to be good stewards of the earth. We are learning IN nature, WITH nature and ABOUT nature. We are attempting to be a fully outdoor program. We are not 100% set up to do that yet but our vision is leading us in that direction. We have a lovely 1-acre wooded property with which to work with. Year-round shelter and a supply of clothing for equitable access to this program are in the works.
Secondly, Friendship Garden is Reggio inspired. Reggio Emilia is a community in Italy that as a whole is raising its children surrounded by beauty and child led investigations. It is formally described as such, “this approach is a student-centered and constructivist self-guided curriculum that uses self-directed, experiential learning in relationship-driven environments.” Children are honored as capable co-constructors of their learning. Reggio is a way of thinking and being as an educator. The Reggio philosophy of early education is guiding our days at Friendship Garden where we are following the lead of the child and developing their interests. We can never be Reggio Emilia but we can be inspired!
Third, we are child led and play based. Our classrooms belong to the children. (We are working on this change!) The children’s interests are evident in the materials and room arrangement. The influence of the educator should be supportive and not overwhelming. The ideas belong to the children.
Finally, our focus is fostering relationships where collaboration, cooperation, self-sufficiency, imagination, self-assurance, and leadership bloom. We are developing artists, engineers, scientists, doctors, plumbers, and the like. We are creating an environment of mutual self-respect. Children’s voices matter, and they need to be listened to. Developmental psychologist and philosopher Alison Gopnik suggests we are “gardeners not carpenters”. We are allowing children to bloom rather than building them. If you have any questions, please feel free to ask!
The Hammock
Is it just a hammock? As we continue n the journey of PLAY based learning in early childhood, let’s take a quick look at the “lessons” learned from hanging up a hammock.
Here is a list of things the children are learning through their interactions with each other and a hammock!
Competence, cooperation, courage, muscular development, muscular strength, make believe, repetition, coordination, kinesthetic awareness, conflict management, struggle, frustration, helping others, laws of motion, force, risk assessment, turn taking, stress relief, and oh YES, play and fun!!
No instructions necessary, no batteries required and all the above are skills needed to succeed for years to come. This is getting a bang for your buck!
Hovering, Proximity and Risk
This week I had to physically step back and reset rather than interfere with the children at play. This is what happened.
I said to the teacher that was outside with me that I was “hovering” near a couple of children monitoring the situation. She said to me, “hovering or in proximity, I am curious what you are thinking”. This caused me to pause and reflect on my own meaning.
For me, hovering meant I was ready to “pounce” in to fix or stop something that was happening. Proximity meant I was close enough for the children to rely on me if needed. In proximity I could observe without the intention of intervening. As is turns out I did nothing as the children solved their issue on their own. I do not even know what the issue was. I do know it was not my issue to solve. It was theirs and they were empowered to solve it.
My experience is the same when allowing children to test their physical abilities, even with practice it is hard to observe and not rush in to “protect”. Children need to assess the “risk” for themselves before proceeding. This makes for good decision makers, a lifelong skill we want to instill at a young age.
I am grateful for people who want a respectful discourse and allow for our respective learning and growth. I appreciate how language is powerful and sets up a way of being.
Will you empower children solve their own “problems”?
Good Weather, Bad Clothing
There is no bad weather, just bad clothing”
“I’ve always liked that slogan. I first heard it from nature kindergarten educators whose students were outside every day, all day, in all kinds of weather, in places like Norway and Denmark. Now we all say it!” Rusty Keeler, Author and Playground Designer
I agree with Rusty!
What is weather? Why do we label it good or bad? Weather is just interesting. We should experience and learn about it as part of our natural world. All weather is safe and can be comfortable when properly dressed! This is important even more so in times of CoVid we are outdoors more than ever.
How can you help make outdoor time fun, education and pleasant no matter what mother nature has in store?
Here is how for colder temperatures:
Dress in multiple layers! T-shirt, shirt and sweater or vest, pants and a larger pair of sweatpants or snow pants to layer, OR long underwear and pants and warm socks
Provide your child with outer winter clothes:
Jacket, snow pants, and snow boots (**not fashion” boots), a hat and several pairs of mittens, neck gaiter
Raincoat, rain pants, rain boots, brimmed hat (like a baseball cap) and an umbrella OR a rain suit!
We are ready to go now! Outdoors every day and loving it!
Miss Suzy
read by AnnMarie Mattachione
Bear’s New Friend
By Karma Wilson
read by Julie Lougee
Eres Tu Mi Mama? (Are You My Mother?)
Listen to my Alaskan colleague read a childhood classic “Are You My Mother?” by P.D. Eastman. Reading the Spanish translation “¿Eres Tú Mi Mamá?” is educator and niaaeyc member Osslemy Gomez!
“The Little Blue Truck”
