It was a great morning, the kind that hums, except in the sandbox where Esther and Eve spent their time singing.  I heard them in the distance while I supported bread-making, and salt box play.  I heard them while Siobhan was supporting a puzzle group in the resting room, and while Alice and Dominique invested in art.   I heard them while Mara and Nora sized up each others muscles as they shaped the bread.  I heard them while snackers problem solved and chanted in a butter-making activity with Dawn and I heard them while Ruby and Greyson had a little sibling cub play in the bean bag chair.  

I loved that Esther and Eve made the music for our morning.  I loved how playful their voices worked traveling up and down their own joyful scale with great focus, intention and originality.  Their music perpetuating through their friendship, collaborating on the song only they could make together -- I honestly don't know that I have ever heard anything so sweet.  

A resource for thinking about music in early childhood: NAfME

The video is a taste of the work we do around making our own bread and butter.  I love our ritual of bread making every Thursday, it connects all Steppers kids who have attended the school for the last 20 years, I think, when I first decided to let go of the spoon and not worry about exact measurments and methods.  Steppers bread is uniquely delicious and comes in interesting shapes like "Fwugs, and flowers, dinosaurs and belly buttons).  A new addition to bread-making this year is milling our own flours.  So far we have milled flax seed and barley.  My goals is to create a supply of diverse flours that we can add to the bread each week, experimenting with flavors and textures.

Bread making offers a great deal of learning opportunities for the children:
It exercises small and large muscles
Creates a social context for conversation and story-telling
Like loose-parts, it allows children to experiment
The bread-making process is a transforming one.  The flour is cool and soft, it warms with water and gets pudgy with yeast.  It has a delicous aroma while baking and we get to eat it at lunch and share it with family at pick up.

Bread-making is work that 'gives' to the community; its purposeful and nourishing to body and soul as we cultivate a climate of care and relying on one another, along with learning to  be independent.  Its another process, where children get to contribute in different ways and share a common goal.

"We want children to have the freedom to create their own worlds, structure their own play, and change their environments according to their ideas and inspirations.  We do this by saying 'yes' and offering spaces and materials that invite spontaneous creativity." ~Rusty Keeler 

I have been thinking a lot about enabling children to create ‘systems’ in hands-on concrete ways.  Earlier this summer,  I offered Damien some pvc pipes and connectors to think about putting together a circuit and test its water flow, the trouble was the connectors were too hard to use to keep the plumbing together.  I then got the idea of using wood pellets, cardboard tubes, and scoops to provoke curiosity and engage children in teaming together in systemic constructions.  These loose parts led to lots of play themed around the idea of a pet food factory.  I remember a gang of boys huddled together and chanting “kibble, kibble, kibble” as they watched pellets stream down tubes into boxes, bins and cans.  The play was exciting, yet too loud for prolonged indoor play, and it made for a difficult clean up.  

Recently (8/7/14) I placed some plastic gutters by the outdoor water fountain and then tried to stand back and let the children explore.     Not sharing my two cents was hard for me as you can hear in the video. 

Nonetheless, the idea I am striving for is to let each child convene out of their own unique curiosity; to try things out with the loose parts led by their own internal questions.  And then engaged by their own desire to explore with their peers organically generate a common creative purpose.

Why is this important curriculum to me?  It enables children to exercise self-motivation, engage creatively in a small group, where everyone’s job is different yet whose goals are the same.  Each person gets to feel an essential, purposeful and valued player in sustaining a shared system.  And the system itself is made up of concrete and touchable parts, shifting to the will and learning of the children.  As Bev Bos says “if it isn’t in the hand, it isn’t in the heart.”  

Through playing with loose parts and constructing systems children get to figure things out, make adjustments, modify, find answers to their questions and problems together. As they grow familiar with the character of materials in use, they tinker and learn to be resourceful and innovative.  For example, using our new tree cookies to give the gutters a greater angle to create a stronger flow of water while also using the cookies to cut off water supply at the ends of the gutters.  And then again, later on in the play Judah says “I think it’s time to try something new.  I thought maybe we could move the gutters so that we could make a ‘bridge-painter’ beginning a whole new cycle of inquiry. 

Also through constructing systems children learn that not everyone has to be doing the same thing at the same time for life to be fair or fun.  We don't all need to have the same things in our hands.  Ayush can enjoy his ability to throw balls up to the deck as much as Greyson enjoys catching them and Lila enjoys helping them flow down the gutter.  Children learn that they can rely on each other to make something work.

At one point in their play I asked the children what their jobs were:

Keldon:  My job is to keep the water on

Greyson:  My job is to catch the balls

Lucy:  My job is to put the balls in the gutter

Lila:  My job is to catch them when they come down the water

Nora:  My job is to block the water and balls from coming out the end of the gutter

Judah:  My job is to make sure the system is working

Ayush:  My job is to throw the ball

(I thought I video-taped the interview but alas...It is important to know that some children stayed with their one job while others traded their jobs around).

I did a quick google on 'systems thinking' and rather like this resource on the "habits of system thinkers".  That's all for now folks! ~Liz

PS:  If you have left-over plastic gutter parts hanging around your garage that you don't need anymore we would love the share.  Brian McKenzie, who recently re-roofed our shed, kindly prepped the gutters we bought for the kids to play with by cutting off the corners to make them less sharp.  So if you have loose parts you think our kids could put to good use, let me know--thank you!