Leadership in Workstations
We have to let children be with children. Children learn a lot from other children, and adults learn from children being with children. Children love to learn among themselves, and they learn things that it would never be possible to learn from interactions with an adult. The interaction between children is a very fertile and very rich relationship. If it is left to ferment without adult interference and without that excessive assistance that we sometimes give, then it’s more advantageous to the child. We don’t want to protect something that doesn’t need to be protected. — Loris Malaguzzi, Child Care Information Exchange, 3/94, p 55.
I don’t see how to address the topic of our intentions with children without including the contributions of Loris Malaguzzi, who has demonstrated what happens when we think that teaching is mostly about our learning. Here is what he said about the learning strategies of teachers at the time of the emergence of the Municipal Schools of Reggio Emilia, Italy.
“To learn and relearn with children is our line of work. We proceed in such a way that the children are not shaped by experience but are the ones that give shape to it. There are two ways in which we can look into children’s learning processes and find clues for supporting it: one is the way children enter into an activity and develop their strategies of thought and action; the other is the way in which the objects involved are transformed. Adults and children go about their learning differently: they use different procedures, honor different principles, make different conjectures, and follow different footprints.
“Our teachers do research, either on their own or with their colleagues, to produce strategies that favor children’s work or can be utilized by them. They go from research into action (and vice versa). When all the teachers in the school are in agreement, the projects, strategies, and styles of work become intertwined, and the school becomes a truly different school…
“This whole approach causes children to be better known by their teachers. Therefore, they feel more open to challenge, more able to work with their peers in unusual situations, and more persistent, because they realize that what they have in mind can be tried out. Children know that in pursuing their goals, they can make their own choices, and that is both freeing and revitalizing. It is, indeed, what we had promised the children, their families, and ourselves.” — Hundred Languages of Children, Third Edition, p. 61.
Create the Gap
The children think that what they have in mind can be tried out.
I realize I continue to pound on about how fundamental it is to not make habitual mistakes that push, bend, or manipulate children in any way. It is an aesthetic of being we gift the children, the families, and each other. What a struggle it can be. But maybe as colleagues, we can help each other refrain from harmful speech and actions to allow children the opportunity to choose to act freely in their own way in a space of common regard. Every day we can practice habits of acting with integrity, especially practicing when we are upset, distracted, or challenged.
I like to think that workstations time, this place of freedom for children to play with a rotating set of materials, as a place of freedom for the professional development of teachers. No tuition expense for this college. Get the children busy as the previous pages have shown, and we become free to practice new ways of being, ways that enable the children to give shape to the experience of this moment. Of course we have to make mistakes, let a “good” jump out of our mouths or forget the camera. I find it comforting, however, to relax at this time of the day and to stop, create a gap, and be present as children be themselves.
Invent Another Way
Before getting into nuance, I would recommend letting go of the most destructive mistake of being forwardly authoritarian — controlling, steering, guiding, or edging things in one’s own way. Workstations is a perfect time for practicing Enterprise Talk, which is more fully explained in that article listed in the menu. The prohibitions of Enterprise Talk — No Directions, No Questions, No Praise —are designed to stop habits of being on the pushy side. If we find ourselves about to give casual directions (“try it this way“), ask nosy questions (“where does this one go?“) and offer reflex praise (“good job“), we create a gap, a bit of silence, to reconsider the impulse and think of a fresh way to be. Refraining from speaking slows us down and enables us to see our habitual responses very, very clearly. We know our hearts mean well, we trust our basic goodness, and we don’t want to cause harm. Blurted directions, questions and praise, no matter how well intended, may cause harm as manifestations of our privilege. Often what people do to children, they would never do to their adult friends. Imagine what it would be like to say “try it this way, where does this one go, or good job” to guests in your home. Without meaning to, a bit of pushiness can deflate a child’s life force. Stopping for a moment and inventing another way enables authentic alignment of our words with our hearts.
Break New Ground
Workstations is worthy of trying to include in the school day, even though I have visited many marvelous schools for privileged children who probably don’t need it. I designed workstations for mathematics and design as a systematic way to immerse four-year-old children without ideal backgrounds or economic wealth in the dispositions to inventively acquire not only skills and understanding but also the experience of being a member of an interdependent community. I admit I write from my privileged, white, male, English speaking, academic way in a corner of the United States, yet I am firm in my belief that this is exactly the kind experience that honors the children as we create together the culture of school. I want to stand and shout out how it is possible to create the spaces that Loris Malaguzzi describes for all the children of the world.
Although books, photos, films and treatises abound describing the best, most endowed spaces for young children, it’s not what most children, or their teachers, will ever experience. I don’t see guides elsewhere for the nuts and bolts of building democratic spaces without resources or experience of doing it elsewhere. Most people stand today looking across a chasm between where they are and what they see in the lovely pictures, unable to actualize the aspirations they have for the children they love and care for.
How do I create my dream school? How do I get better when I keep being told I have to fill out forms all my free time, attend days upon days of training, and get push-back when I let children do what they naturally want to do? These are the appeals I hear. How do I learn to behave as this ideal, inspired, inquisitive, risk-taking leader I keep reading about? What do people like that say to the families? To the children? How can I create democracy and community here today given this spot I am in?
Of course, none of us can jump out of where we are into another way of being, but we can gradually learn. The most fortunate way is by imitating masterful educators who offer feedback, but almost all of us will never have that. We have to face making do with few resources in authoritarian, stifling organizations — the very antithesis of what Loris Malaguzzi was describing. Given all we have to do each day, it’s difficult to discover how to be personally authentic, how to evolve a dream environment in a flood of yellow-red-blue plastic in catalogues, or how to create a culture among the children that energizes and sustains their best work.
If this is you, the best thing I think I can offer as assistance is this independent activities section of Mathematics and Design. I’ve been showing you something new to incorporate in your school that looks like academics-STEM-school readiness, to maximize your chances of getting support and minimize push-back. I invite you to get these specific materials, new containers, and hang the corresponding symbols from the ceiling. You can start the rotation record-keeping as the children adjust to different stuff for a short time of every day. Gradually you’ll have the children sufficiently engaged to pull back and watch what happens. Then you’re in it. You’ll have that professional growth opportunity to practice being the facilitator who listens, responds, and documents. Workstations is a chance to lift your feet, embrace uncertainty, and gradually become a fully present generative leader — intelligent, kind, and wise.
As educators, we face the problem of how to maximize the possibility that our actions favor children’s work. It is difficult to convey to anyone how to invent the perfect thing to say or do on an impulse. Maybe you have seen experienced educators fluidly and spontaneously do exactly the right thing at the right time. I was amazed the first time I saw it. I thought how fortunate the children were to be in that school.
I chalked it up to their years of experience in living in a constant flow of complexity — many unique children, many unique families, daily maintenance, unforeseen problems, and the inescapability of our physical selves. Being a teacher is amazingly complex. There is no right way and no right techniques. Each educator brings intuitions, desires, and values that are much deeper than could ever be articulated. Each here-and-now moment with young children is uncertain, and each encounter is a challenge to be present, authentic, and intentional.
Donald Schön has likened professionalism to playing jazz. The professional brings the most skilled intentions forward from years of practice in a unique moment of improvisation upon a framework acquired through reflective practice. Professionalism depends upon bringing to this moment a previously considered and practiced way of being along with a willingness to let that go and be changed right now by what is happening. The metaphor is lifting one’s feet off the ground. I remember to do this by flashing in my mind the image of floating like a balloon in the empty blue, so the slightest breeze from the child guides where I go.
Assert Our Role
The educator’s job is to act courageously in the present moment toward values we are continuously evolving through dialogue with others.
Missing from that sentence is the necessity of implementing anyone else’s right way or following anyone else’s prescriptions, published curriculum, or “research-based practices.” We do not expect doctors and architects to do that, for they are professionals; a set of procedures won’t do. We expect them to bring their wisdom and experience to act in the best interests of the client.
The best words I have found to describe the work of an early childhood education professional is to pursue, in concert with colleagues and families, an aesthetic ideal. We’re never going to get to an ideal place, but we know when we have taken steps that are better. I tell if something is better if two things occur simultaneously.
- I am acting in a way that is authentic. I am being truly me, as best as I know me, in this moment. I often know when that happens because I see better. I can see others more vividly. My awareness is broadly distributed. I have forgotten myself.
- Alongside my awesomeness is the children’s awesomeness. I perceive a generative energy — it seems like a humm — in which children are being the best they can be, together, with each other. The values and ideals I list on the Speaking Up for Children pages come alive in the eyes, voices, and energy of the children.
We need to stop being constricted by forces that do not represent our clients.
No one can tell anyone else how to be an educator.
Here is a way to practice authentic generativeness right now. This topic of Mathematics and Design can offer something specific to add to your tool box of clever things to say to children, then set you free to improvise.
Over 180 years ago Friedrich Fröbel published ideas for the education for the very young. Building on his experience in Switzerland with Johann Heinrich Pestalozzi, Fröbel evolved spaces, manufactured materials, and wrote guides for others to create active spaces for children. He showed how to utilize free work (Freiarbeit), even though it wasn’t really free, it was a revolutionary way of thinking of pedagogy. When I explored Fröbel’s work, I found a gem that applies to this topic of leadership in workstations.
Froebel differentiated three realms, three ways we can regard phenomena.
- Forms of Nature, the natural and familiar of daily life
- Forms of Knowledge, the conventions of logical thought, our mathematical concepts, tools, and symbols, which allow us to express relationships in more complex ways
- Forms of Beauty, a sensitization to aesthetics, the satisfying and transcendent expressions of design, harmony, symmetry, pattern, and movement.
Fröbel wrote that the three realms are mental constructs, not the way things really are. In other words, these are cultural ways we have evolved to think about reality in a relative, not absolute, sense. If we regarded phenomena one form, it could narrow a child’s experience. If we played with all of them simultaneously, they could allow children to gracefully incorporate into their lives all manner of diverse knowledge and experience. “The ultimate lesson of kindergarten was straightforward: the world (nature), mathematics (knowledge), and art (beauty) were interchangeable, and their perceived borders were misleading, artificial constructs. A chair might become numbers, numbers art, and art either or both.” — Norman Brosterman, Inventing Kindergarten, p. 39.
Here is an example. This seed in the absolute sense is ultimately incomprehensible. We have no way to understand everything that it is. Magic might be the most reasonable way to describe it, yet we can regard it’s manifestation through the three realms.
- Forms of Nature: We have a seed,
- Forms of Knowledge: with five sections, five inside and five outside,
- Forms of Beauty: expressing tension, at once comfortably snug and straining to open; we could dance the story of the seed becoming moist, bursting open, and coming to life.
Viewing the world as a child might, this seed is one experience not requiring any thought more than it being another one of those magic things that are everywhere. We can use the realms, however, to offer distinctions for children to reconsider phenomena, to open possibilities, and to stimulate creativity. Nature, knowledge and beauty are one — flowing together — in, out, and through — reminding us of the preciousness of life.
I invite you to try using the forms to enrich your commenting about what children create at workstations. For example, here is an image of a child’s arrangement of shells. Using Fröbel’s realms as inspiration I can offer ways for the child to reconsider what she has done. We could pause and describe this one event through each realm from our own point of view
Nature: “I’ve seen a pansy shaped like this one and an iris like this one. This one is smiling. These nested ones look like stairs or a path. I have a path at my house made from pavers like that.”
Knowledge: “I see numbers here: 4. 3. 4. 3. Two are fours and two are threes. You’ve got fourteen shells arranged in four sets.”
Beauty: “I see beautiful floating stars in the night sky. Happy stars are shining down on you.”
None of those statements pretend to describe the child’s intention. Like you, I have no idea of what was going on in the child’s mind as these were invented. The possibly exists, however, that I could find out more about what she was thinking, if we could have had a deep conversation at the time. The trick is how to get it started. I know that, “Tell me about your picture” doesn’t work, because of my video research. The best way I have found to open up a deep conversation with anyone, no matter how big they are, is to share something about myself. Something unusual works the best. If I model making a disclosure, I optimize the chance for a return disclosure. The comments above do just that. I have found this the best way to open a conversation. We could have a mutually beneficial conversation if we were able to be with each other in a space of reciprocity. This also teaches language.
Languages of Mathematics
I am reminded of Loris Malaguzzi when he offered the poem Hundred Languages of Children.
Although Malaguzzi did not specify shells-on-felt as one of the hundreds upon hundreds of languages of children, it is. Those of us who have been inspired by him and others at Reggio Children often want a bit of help in enabling children to use materials languages.
Several years ago when my sons were interested in climbing, I went with them and the leaders of the Garfield Outdoor Program to climb Mt. Baker, near Bellingham, Washington. As we walked up the steep snow slopes the guide showed me how to plant my lead foot and not transfer my weight until after it was in place. I knew I could walk up the steep snow slope, but this oddly new way of walking worked better than I ever could have imagined. I was surprised that I could climb snow slopes more efficiently and for a longer time. The method, passed down from climbers long before, helped significantly, but I still had to do the climbing.
In a way like that, I suggest a way for the child to realize shells-on-felt was a language. You get to see if this works or not.
I look closely and wait. I try to stop my adult agenda. I try to be present. I try to become expectant to discover the meaning in the moment. I trust that something may emerge by my offering a bit of slow time in which I can express with my body that I care. No words. Then, after sufficient pause, relying on the insights I have gained in my personal relationship with this child, I comment upon the arrangement of shells as if they were speaking directly to me — not the child speaking. The shells are talking, so listen up, Tom. Being as present as I can be, I wait expectantly for something to emerge.
That’s what happened as I wrote the words about the shells using the three realms. (A narrowed focus often gives rise to creativity.) I had the opportunity to invent expressions of my own truth from unexpected perspectives. I am bringing this intentional strategy to the moment along with a willingness to be immediately changed by the child. I would call this way of responding to design a reflective provocation rather than a procedure to follow. Fröbel’s forms can guide the formulation of reflective provocations as well as give children pause to consider shells-on-felt as language.
Contrast that with, “You made flowers.” “You worked hard.” “Isn’t that pretty.” Kind of lame, huh?
Here are examples of children’s designs, a five-year-old, then a four-year-old, and finally a three-year old. I challenge you to comment in the language of arrangement, opening yourself to allow the arrangement to speak to you and then try your hand at creating reflective provocations.
If you see something in the arrangement that reminds you of nature, something in the world we often see, then say you see that.
If you see something that is mathematical (numbers, sequences, pattern, sorting, shapes, concepts, etc.), describe that knowledge.
If you see something aesthetic, a form of beauty, talk about that.
Leadership in workstations depends on the momentary awareness of that brief gap between the brain’s buzzing thoughts and the next impulse. The professional allows a bit of space — a pause, a freezing of time — to open this moment to be with this child. If we stop fast reactivity, we can try something new, and probably foster an awesome exchange with this child and maybe learn a thing or two. Nothing shifts quickly. We simply keep on keeping on, creating these relational spaces and being influenced by the children.