A socially co-constructed conceptualization of play uncovers the true foundation of education. Here is a way people learn about the provisions of conditions for play to flourish, what everybody seems to be seeking. If we can’t be good stewards of play, what are we doing?
Uugg. I used to dread that hardest part of the day, at the end of free play when everything was a mess. Once the children weren’t engaged they could go crazy laughing an running around being “naughty.” I began to accept that if I were a child, crazy was what I would be doing, too. I sought a solution that worked. Having a race might get by for a bit; putting most of the materials away myself felt odd; distracting them into putting things away didn’t seem authentic. I finally got it after watching videotape of clean-up time and trying to answer the question: “What do we want children to learn in clean-up time?” Duh. We want to use the group goal of clean-up to build an interdependent, competent, cooperative community, happy with itself.
The Mathematics and Design pages step the reader through three essentials: selected materials, coordinated opportunities, and the synergy of one’s friends. When I learned to structure math for young children with design included as one whole idea, I first understood what “curriculum” means. Over that first year with the pieces in place, I saw all children enjoy their own cleverness in a community of designer peers. In twelve pages I offer what I have learned about activities for free play and group time, especially designed for children who have had little experience with this stuff at home. I include a video of a four-year-old demonstrating the skills and concepts of arithmetic that I enthusiastically recommend for anyone wants to understand mathematics education for young children.
These are guides for leading small group experiences with a focused intention to creating a planned, routine opportunity for each and every child to learn a new language, make their first friends, and find an adult outside of their family experience who listens and cares for them. Again, this is directed towards those children who have not had these experiences, one of the essential aspects of early education that I especially care about.
We don’t really change other human beings; they are already doing fine. We can become more precise ourselves, and ensure we cover all the bases of leadership. When things are “right,” we seek less disturbance, like enabling a pond to settle so we see a sharp reflection of ourselves. This page attempts to examine our touchpoints of influence by considering, one at a time, all the ways we build one essential outcome for preschool children: to live fully in a community of friends.
As the educator in charge, I found it hard to think what I was supposed to create over the days and weeks ahead. How does one think beyond what to do tomorrow, especially when one is the leader? Here is another one-page chart that provides a menu of alternatives for structuring opportunities along the way that actually energize the community. “I felt warm and amazingly successful. I felt I was immediately part of a shared experience.”
These occasional experiences in making something useful that is first demonstrated by the adult has a far-reaching impact both in tool skill and in group interdependence. In large group time the leader demonstrates, step-by-step with a visual chart, how to make something they think all of the children might like to make—within their ZPD. After the demonstration, the leader simply sets the materials out in free play for the children to choose to do if they wish. It’s a three step process, Demonstration—Do—Review, where fellow children become the go-to resource for help.