I was working with Lilian Katz,Phd, in Lima , Peru last month.
We were leading a RedSolare conference as well as meeting with teachers and administrators in their schools and giving feedback and inspiration. Everyone we met with was passionate about early childhood. We had many intense conversations. We toured diverse and beautiful Reggio inspired schools.
At one point, Lilian leaned over and said to me, “…what is it with all the self portraits, and special students, and all about me? I see this wherever I travel. What needs to be focused on is the ‘other.'”
This made me reflect on my own practice. In a school that values collaboration, how thoughtful and intentional are our/my own practices in developing the “other”?
When I returned, I decided to be specifically aware/observant of the subtleties of language, dynamics, relationships, projects and values that support this idea of development beyond the self within our community.
I love a new perspective to explore. Here are some of the projects I proposed (& will return to after winter break.)
While contemplating the many directions “perspective” can go, I was struck by some recent very tender moments of a child’s perspective. So I would like to end this post with some stories:
Today, Step Afrika performed a show & workshop for SWS. They are a tremendous and talented group of artists. I encourage you to support this troupe and attend local performances.
It’s hard to see in the photos, but for part of the performance, Step Afrika put on gum boots/mine boots from South Africa. Before singing and dancing in this tradition, they had an interactive conversation about the tradition.
They asked:
“What is in a mine?
“Coal”, Maddie responded. (Wow, I thought)
And then Kirin raised his hand and said, “A brain.”
He was asked to repeat what he said.
“A brain.”
Silence. And the “Ohhhhh, yes, that is in a MIND. I’m talking about a MINE.” (Wow, I thought again)
Then (PreK) Alexander raised his hand and stated confidently. “A corn mine has corn, so it is called a corn mine.” (He supported his statement so well, once again, Wow!)
Here’s another story from a child’s perspective:
I had a small group in the art studio working on their Fairy Sculptures. Michaela was having a hard time. Her sculpture kept sagging. I encouraged her to keep on trying, especially since she was not a student last year, this indeed, would be harder for her than the other children present.
She was getting very frustrated and said “I can’t make my Fairy stand up straight.”
This was immediately met by exclamations that “can’t” is a bad word in the studio.
I told Michaela, “I am not going to do it for you. I know this is really hard for you, but I am watching you, and I know you can figure this out. When something is hard, and you figure out how to solve the problem it feels soooo good. You are welcome to ask friends for help, or look at how they got their Fairy to stand up.” She went back to work.
After a while Michaela said with confidence,
“My Fairy will be looking up at the sky. She’s looking up at the sky and saying, ‘Help me Jesus!'”
I laughed, and we therein referred to Michaela’s Fairy as the Help Me Jesus Fairy with a big smile. What a fantastic strategy for solving her challenge.
Here is my very last perspective story for this post.
No, Dorothy, a table did not fall on the children in the studio!
In preparation for our annual SWS Solstice celebration next week, the children will be making lanterns. To help them with the concept of celebrating the darkest day of the year, I had them crawl under a covered table, where I lit a candle and read a book, Lights of Winter-Winter Celebrations Around the World, which tells of ancient festivals to current celebrations.
It was a very overcast and dreary day. After the book and conversation, I asked each child to make a wish for the sun/light or the moon/darkness. So many lovely wishes filled the air.
I wish the sun would always shine so everyone could be warm.
I wish the moon has stars.
Moon, I wish you light.
I wish the sun could shine now and all the time.
…and then we closed our eyes, counted to three, opened our eyes and blew out the candle.
I love rituals. They add such meaning to everyday things. Last Friday, after the candle was blown out, when my small group of PreK’s crawled out from the covered table and stood in the darkened room, a miraculous thing happened. Just for a moment, the sun peaked through and spread light on the children. It lasted less then a minute. Everyone exclaimed, “The Sun Came Out!”
It was time for this group to return to their class. We hugged and I walked them to room 12. When they entered I heard Maximillian, “Miss Hannah! We made the sun come out. For real!!!”
“We made the sun come out!” Perfect. There has been a lot of talk about fairy sculptures and gardens, Arcimboldo, and today about Step Afrika. Its really interesting to hear my kids talk to each other about their experiences at school because I hear things that I probably wouldn’t otherwise hear.
It’s really great to hear from the kids about what’s goin’ on in town, as they relate the trips to their time back in the classroom. Helps remind us to stop and enjoy the life going on around us.
Wonderful. Wonderful. Such beautiful work happening in your school. Well done, Marla. Best wishes from Michigan.
Wonderful! I hear bits and pieces of all the happenings at school, but reading this provides great insight into all that they are learning. This is a joy to read! I can’t help smiling each time I read a post.
Marla, I enjoy reading all your posts. This one is especially beautiful. You’ve really created a magical space for the kids.
Thank you, Marla, for all your wonderful work with the kids!
The shift you suggest from myself to others is inspiring and important. So much of our social curriculum support thinking about others and yet we often spend most of the beginning of Pre-K “learning” about ourselves. Is there a developmental aspect to this? Do we need to learn about ourselves before we can accept the other? Can these things happen simultaneously? Have you noticed a change in the way children work together now that they have spent time focused on each other?
Alysia, thanks for the thoughtful comments. My belief is that children need to be self aware. They need to learn how to self-regulate, how to notice and feel their own emotions. We as teachers facilitate them in uncovering and celebrating their strengths as well as support their challenges. Doing this in relationship with “others” offers the possibility of not being the “best” but being a valued part of a community. A community where you have a role because there is something you are good at, where you know you can get help, and where not being the best at everything is the norm. With this approach to self-development, each individual is given the space/ time and is encouraged to keep on trying, while at the same time each individual is a role model to the others. I do see a difference in the kids. I am seeing more risk taking, confidence,and helpful behaviors. I am seeing kids helping each other and themselves, turning mistakes into something beautiful. I believe focusing on the “other” allows children to be themselves.
Another thought-provoking post, Marla, well done! I’ve always felt that you have the best teaching job in DC, and now you go to Peru for inspiration?! Sheesh…
The relationship between the self and the other changes dramatically throughout school. Children in DC today face demands on their time and social growth that I was never faced with as a child. As standardized tests start to trickle lower than third grade in DC teachers need to speak up about the importance of allowing kids to develop in meaningful and developmentally appropriate ways. Thanks for sharing your ideas about widening your students’ perspective, Marla!
“I celebrate myself, and sing myself,
And what I assume you, too, shall assume,
For everything belonging to me as good belongs to you…”
(Walt Whitman)
Another beautiful entry! I love the photos of the children standing on the table, “professional models” being drawn by their classmates – talk about perspective! And I am particularly delighted by your magical solstice reading ritual…I know the children loved it, too. Thank you for sharing your classroom with all of us!!
beautiful, thanks.
Thoughtful and provocative as always!
Can I ask you what markers the kids are using for their drawings? They are remarkably not smudgy!
Suzanne, we use black felt tip pens from office supply stores.
We are sooo proud of what you are able to do for and with our grand-daughter and her friends
Dear Marla,
I am always impressed at the details that our young artists are able to represent if given the chance to do so. Although drawing from the imagination is fun, drawing from life is so beneficial. Most artists don’t begin this until their high school years or even college.
To be given the chance to know that this way of drawing(from life) exists is a great gift. It is rich way to connect with life and a beautiful way to connect with one’s vision. To see the portraits that your children have created amazes me. I love the little details that they see that are important to them.
Again, they are lucky to have a teacher with vision. Always nice to see your blog.