Happy Spring Equinox! We went
outside this morning to celebrate at exactly 9:15 (the moment of the equinox)... At that exact moment Simone arrived for the day! It was a highly auspicious moment! Provocations this morning were organized around cardinal groupings of two. I also included the alphanumeric symbol (2) along with hand handwritten numbers, ‘two’. My goal was to (re)introduce these numeric concepts: alphanumerical symbols and the longhand, written words represent the number of like objects in a set (two pieces of paper, two name tags, two dot markers). These objects can be counted. I offered four of these provocations. I counted the objects audibly in both English and Spanish, but I provided no direct instruction. I put it into meaningful context by pointing out that Solomon used to be two years old, but after his birthday this weekend he is now three. This sort of open ended approach to learning teaches general concepts, within a context that is created by the learner. It is the difference between an open-ended provocation and direct, teacher instruction with a prescribed outcome. The ways in which the children engaged with these provocations depended on each child’s individual development. H. used the dot markers to draw representationally. S. and A. used the stickers and dot markers in a less abstract, more sensorial way. They seemed more interested in the stickiness of the stickers, the slipperiness and color of the dot markers, it’s drippiness from the paper and onto the table and floor... Both are appropriate ways to use these materials! Two is the basic building block of community. The stages of social play- parallel play becomes cooperative play, cooperative play becomes collaborative play, require first two and then more-than-two players. Two attracts more-than-two!
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Social emotional skills are important. Learning to identify and to name our feels, to ask for what we want, to wait for something that we want, to negotiate for something that we want, to gain consent before touching another human being (even our parents and friends!), to make and maintain friendships, to treat other people with respect and dignity, to disagree and dialogue until resolution is reached... These skills have measurable and verified, positive impacts on children's ability to learn and to live. These are also the skills that we teach at APCS.
At APCS we have an approach to literacy, numeracy, and science. Through learner-directed play (legos, clay, beading, etc...) we provide opportunities for the children to develop the fine motor skills necessary to write by hand, when they are ready. All of these things are means to the end of social and emotional learning, because without the ability to be with other people, learning is impossible. We help children to manage their own self-care tasks, like putting on their shoes or coats, using the restroom and cleaning their bodies... with an emphasis on body autonomy. This is connected to consent and builds a positive sense of self. We create opportunities for children to eat when they are hungry, to sleep when they are tired, to release their bladder and bowels when they feel the need, without power struggle. Every day follows a similar Daily Rhythm. Different moments during our day provide different learning opportunities. None of these times are a free-for-all... Teachers are always present, coaching and supporting the various needs of the children as they arise. All of this is very intentional and requires a tremendous amount of flexibility. From 7:30- 9:30 we have Morning Provocations. During this time we offer intentionally arranged sets of materials, interesting questions or playful challenges, intended to facilitate interaction between the children. A good provocation is divergent in outcomes... It can be used in many different ways. During this two hour period different provocations are offered, including an 'extra bonus' snack. Around 9:30 we clean up (there are songs and games we play to make clean up a game rather than a chore and we serve AM Snack. During snack we have a Morning Meeting. This adult-facilitated conversation should be shorter than 10 minutes. The conversation is guided by a spoken provocation--Lately our students have been exploring "What do you think we mean when we say have fun?". Morning Meeting is direct instruction, always centered around social/emotional learning. This is when we introduce social scripts, problem solving strategies, and practice emotional identification. After Morning Meeting we transition to Open Studios. Open Studios is learner-directed play time... Free play. It is an opportunity for the children to practice the social-emotional skills that they have just been exposed to. This practice is loud, busy and often full of conflict! Conflict is useful!!! Without conflict there can be no development. During this time teachers emotion-coach. We support the children in meeting their self help needs. Many of the children spend this time outdoors (they should!). As they become interested children frequently head inside, usually to play with Legos, trains, trucks or magnetic tiles. These are extremely flexible play materials, remarkable for supporting social interaction (cooperative and collaborative play). Next comes Lunch then Quiet Reflection Time. We renamed naptime because no one is required to sleep. Instead we create a restful environment, (hopefully) free from power struggle. Many of the children fall asleep because it feels good. Rest time takes place from 1-3 or until children naturally wake. The afternoon repeats the same rhythm- Afternoon Provocations (2:30-4:00), Afternoon Snack with Afternoon Meeting (3:45- 4:14), and finally Open Studios (4:15-6:00)... with one significant difference. Parent pick ups and studio clean up, begin to happen around 3:30. This makes this time feel extra busy. |
Joe, Benny, DecemBer, Tyleena, SimoneObservations of students, the musings of our educators, and other adventures Archives |