Nadirchat

Do you find yourself searching for those perfect "loose or natural materials" to provoke thoughtful work? Look no further than the front yard. Nature provides the perfect gift, an abundance of autumn leaves. In the hands of young children, the possibilities are endless.

Play, is it the frivolous work of childhood? If we consider Bob Hughes' (play theorist and activist) "Taxonomy of Play Types" in which he outlines 16 types of  play, we can only marvel at its true complexity: social, socio-dramatic (refers to play involving acting out scripts, scenes, and characters), rough-and-tumble, exploratory, object, creative, communication, deep, recapitulative ( reflecting on actions and giving new form and meaning), symbolic, fantasy, dramatic, imaginative, loco-motor, mastery and role play. How many of these do children engage in during the course of a day ? What is the role of the teacher in this complex process?  Teachers must be keen observers. This does not imply that they should sit idly by waiting for play to happen. They must be master facilitators who make play ( thoughtfully planned, rich in context) possible. This type of teacher nurtures mastery in play. She also understands that environment must support spontaneous play, initiated by...

Autumn, the season of colors and harvest. And what would it be without the bounty of the apple trees? Well before children can make this type of a tree, they must master the basic skills of working with Plasticine, an unyielding modelling media. Ripping, rolling, pinching, pressing and of course using the pasta maker are some of the necessary skills to create this type of result. Here's a little tip, warm it in the microwave!                 

When children produce this type of thinking, I like to call it that, we can't help but marvel at the complexity.  Here are some considerations. What is the role of the teacher during this process? Should she sit by and observe, taking notes or should she be asking questions? Does the process of asking questions while the child works, change the outcome and does the questioning distract the child?  Should she wait until the child is finished to ask questions? What questions or comments should the teacher ask or make? Will her line of questions redirect the child's thinking?  There is much to consider when we engage with children.  Knowing "when" is the key.