October 3, 2012 (Wednesday)
October 4, 2012 (Thursday)
October 8, 2012 (Monday)
October 9, 2012 (Tuesday)
October 10, 2012 (Wednesday)
October 11, 2012 (Thursday)
I offered the large plastic water cooler bottle in the sandbox as a challenge to Nolan to fill while I was in a meeting. He seemed to be at loose ends for a focus and knowing him as a boy who dives into a challenge with great purpose I gave him this provocation. Much to my surprise upon my return, the bottle was completely filled and in record time too. Holly explained that he had several helpers come to his aid and the whole task was completed in 5 minutes. Since this day, the interesting thing about the large bottle is that it continues to ask for collaboration. A single child is unable to empty its contents, so four or five kids will regularly team on tipping and dumping out the sand. Believe me when I say that thing is heavy. Once it's emptied, which takes some problem-solving to pour at the right angle, the children fill it up again: together. The feeling of working together for an end goal, whether to empty or fill the bottle brings with it the sense of purposeful work and achieving the goal is very satisfying, so rewarding that children continue to practice it over and over again. Other kinds of purposeful work, like bread-making and washing the tables, all foster a sense of good will and accomplishment.
October 15, 2012 (Monday)
I made aprons over the weekend and was excited to share them with the children. Since we were closed on Thursday, I decided to make bread on Monday instead. The aprons were a big success and bread making was full of fun and dialogue as usual. When bread was shaped and ready to bake, several children helped to sweep up and wash the table but Ayush was not ready to let go yet. He got the great idea of driving the cars through the bubbles and gathered up a few cars to play. Miles joined the investigation awhile longer before heading outside. Something that I appreciate about emergent curriculum practices is that teachers intentionally enable time for children's ideas to take the lead.
Something that I enjoy about bread-making is the rich sensory and transformative opportunities it offers all of us. When one of the children sat down the first thing they said touching the flour was "OoooOOO this feels so good. It's so soft and cool." As we mix the flour with the yeast starter, children experience the changing character of bread, it's scent, the weight and stickiness of the dough as they try to stir the ingredients, the pudgy elasticity of their portioned share, and the fun of creating shapes for lunch: butterflies, worms, spider web bread. After it's baked we eat it for lunch: so purposefully satisfying. And then we share with the community, taking a piece home with a parent to eat in the car or to gift to a sibling at dinner. My kids (Nora and Chloe) now in high school and college still love the taste of Thursday Bread. Its a welcomed treat for their senses and memories too. Chloe tells me "when I eat Thursday bread, it's like a blast from the past. I remember when I used to make it and what fun it was--its like a piece of my childhood come back."
Something that I enjoy about bread-making is the rich sensory and transformative opportunities it offers all of us. When one of the children sat down the first thing they said touching the flour was "OoooOOO this feels so good. It's so soft and cool." As we mix the flour with the yeast starter, children experience the changing character of bread, it's scent, the weight and stickiness of the dough as they try to stir the ingredients, the pudgy elasticity of their portioned share, and the fun of creating shapes for lunch: butterflies, worms, spider web bread. After it's baked we eat it for lunch: so purposefully satisfying. And then we share with the community, taking a piece home with a parent to eat in the car or to gift to a sibling at dinner. My kids (Nora and Chloe) now in high school and college still love the taste of Thursday Bread. Its a welcomed treat for their senses and memories too. Chloe tells me "when I eat Thursday bread, it's like a blast from the past. I remember when I used to make it and what fun it was--its like a piece of my childhood come back."
October 16, 2012 (Tuesday)
I spent the day in the studio re-designing spaceships with the children. We made several different shapes and sizes and it all started with Westin. Before you know it kids of all shapes and sizes were lending a hand. The rocket-ships are built for one person at a time, even the big box by the stairs. While some of the play involved counting down and blasting off into outer-space, the ships were mostly used as places to sit and write or think. Nolan even asked if he could use a ship to spend time writing in his journal. Places for one are important spaces when you are living out your day among 25.