"Projects"

I liked these posts from the Reggio listserv. I know it's kind of long so please find a moment when you can spend the time reading these.

"I think discerning the children's intentions...is really the first step. Sometimes we as adults set a different meaning to children's work than they themselves do.

"Something else to think about is whether you'd like to start with what I might call an "observation project" or a "focused project." To me the difference is that in the first the teacher observes what the children are doing, listening carefully to what the children are saying and trying to analyze their thoughts, offering some props, help or suggestions, all without the teacher becoming an active participant in making the project reach a particular end. It follows and documents the children's ideas as these ideas evolve in the group. A big idea that is very intriguing but that children might not have a lot of information about (mostly ideas surrounding power of some sort), lend themselves to these sort of environmental projects that happen in the room with all the other activity.

"The other type, a focused project, works with ideas that are more concrete, more accessible to children, easier to put your hands on and manipulate. In this case, the teacher is actively involved in trying to help the children reach a particular goal. The Amusement Park for the Birds is an example from Reggio, in my classroom we have had project groups to help construct gifts for classmate's birthdays, and small groups that constructed games for an end of the year family party. This might also be the research that would go into studying a firetruck or school bus and making a representation back at school. The teacher helps set the purpose, goal and deadline for the project, and makes sure that it stays on track as much as possible. This kind of group, while dealing with more concrete subject matter, also requires the children and teachers to have skills in small group work, something that does not necessarily come naturally. Perspective taking, self-regulation, and problem solving skills are all nurtured through small group work and can't be expected to be there for the first project.

"I think it can be hard to try to take subject matter more suited to observational projects...and translate that into a focused project. I often find that children are not interested in explaining themselves to adults when they don't have a good grasp of what it is they are actually wrestling with. You have two options, recognize and document...as a project, or try to find a more concrete topic that relates to the play, engages the children, and has some focused goal you could strive for (trying to get an egg through an obstacle course without breaking it).

"Most importantly, keep good notes of what you've tried with the children, what worked and didn't work, and try, try again. I don't think great projects are something that anyone is good at the first time around."

Also, this post, I thought, is particularly good as it demonstrates a way of including families, a critical component of Reggio work. It's from Leslie Gleim who works at Mid-Pac in Hawaii; I've posted a fair number of what she references as her 'ramblings' on this blog.

Hope all is going well for all of you!




"List,

"This sort of ties into project work because in a project that is going to soar (as we see in the projects that stream from Reggio) there is an element of living on the edge of fantasy and the metaphor. Projects that soar live on the edge of what if. In a project there are two protagonists the teacher and the child. When a project fades off BOTH the child and teacher should come away from the project having learned. Projects should foster critical thinking vs. the child finding answers.

"I wrote this to my families not long ago. I have a whole new group of children and families--so I'm nurturing both the child and family as our journey unfolds--going from community to a learning community. Along the way I am sharing with the families how to foster thinking and wonder vs. the traditional mind frame that many of the children came from. We are just getting into a micro project that is now a month old, from the micro project we are leaping into a "major" project perhaps--we will see.

"Each weekend I write a teacher reflection much like this one--which shares the why for my work and in seeing more deeply what is happening in the classroom. This particular reflection triggered lots of aha's and comments from the families.
My preschool team (assistants and atelierista) all said that this was profound and they wanted me to send this to the list at that time but I felt no--its not that profound-- those on the list wouldn't be interested.

"In listening to the dialogue around project work I thought perhaps I'd take the risk and share it. What I think is the most powerful piece is at the end of my ramblings-- I want you to read the series of emails from the parent that this rambling stemmed from.

"I think the mothers words and thoughts are what we are wanting to foster--projects aren't about school--good projects foster a link between home and school-- a seamless flow between the two as we both--home and school--look together at the image of the child...

Fostering a Child’s Thinking…

"The following crossed my path this weekend. It is a moment between a child and parent. (*To preserve anonymity the child is referred to as “C”). The parent wrote:

“We were at a place, this morning, where a little waterfall flows into a shallow pool. My “C” loves to watch that flow. However, today, C noticed there was a penny at the bottom of the pool and, also, that there were leaves floating on top of the water. I could almost hear the wheels turning in C’s brain.

We had a great discussion about why the penny was at the bottom, but the leaves were floating at the top. C started by saying the penny was circular and didn't have arms to swim. I questioned C about the leaves, as they didn't have arms. C thought about that and decided it has to do with the shape of the leaves vs. the shape of the penny.

I thought that was interesting, and this is where I wished you (C’s teacher) were there to help me out. Specifically, I couldn't get the right wording to draw C’s thinking out in order to expand on the shapes...or to stimulate further thinking. C was kind of stuck on the circular shape and the arms.”

* * * * * * * * *

"I love this scenario for several reasons: First, the parent valued time with C -- rather than this being about running off to do some shopping etc. Instead, the parent took time to ponder and wonder with the child. The other reason I love this is that the parent took this beyond a lesson -- or teaching a child about what floats or about shapes. Instead the parent allowed the child time to imagine and theorize.

"I’m going to play out this moment and provide some dialogue around the essence of what might have happened (as the parent shares the conversation with C went on for a while). Please think of this as a Teacher’s Reflection about What Might Have Been ---- as I make up an imaginary dialogue that, in theory, could have happened within their longer conversation between parent “P” and child “C”:

P: I wonder why the penny is at the bottom and the leaves are on top of the water?
C: Well the penny is round and it doesn’t have arms to swim.
P: But the leaf doesn’t have arms and it is on the top? (I love the fact that the parent picked up on the child’s theory -- it doesn’t have arms thus it can’t swim).
C: Well the leaf is different (differently shaped) -- its “leaf shape” not round?
P: So you think because one is round and the other is different that’s why one is on top of the water and one is at the bottom?
C: Yes.

"The child and parent ponder for a moment and they leave to go home. End of story.

"This is a moment that could happen to any of us.

"We tossed a “provocation” -- in this case in the form of a question – and, as the child responds, a “ping pong” dialogue begins where the adult keeps tossing questions and the child continues to respond. Often we can keep the “ball” alive for several rounds and then it stops. Why?

Why does a dialogue stop?

There are many possibilities.

The first one might be that the flow of the conversation came to a natural conclusion. In that instance, everything that needed to be shared came to the surface. However if a child opens up and expands upon a topic -- I would keep this in mind and circle back to it later -- perhaps the next day or the next week but I would circle back to see if the child has added to his/her thinking.

A second possibility that happens is when we toss a question that causes the child to stop and think. A pause, or no reply, from the child doesn’t mean he/she doesn’t have an opinion -- it might mean that on this day he/she doesn’t know --- but the question has caused a ripple in the pond of the child’s mind.

Sometimes children (like adults) need time to let a question sink in and percolate. The child may hold on to a question and use it to observe -- and try to figure out a possibility later on. The child may not have the answer today -- but toss the same question tomorrow, or a week or two later, and listen to how the child responds.

Listen for elaboration or clarification in the child’s ideas or theories. Often we will toss the same question out more than once – over time -- and we listen to hear how the child is adding to his/her thinking. It might be just a few more thoughts – but if that is the case, I will allow the child time to ponder because “just a few more thoughts” means the child is indeed thinking about the question.

Using the original scenario at the beginning of this email, the child and parent might visit the pond again the following week. The child may add more to his/her thoughts -- or not. The child might have come as far with his/her thinking as possible at the moment and just needs time and more experiences in order to answer the question.

Another reason why a question “dies” is that the “topic” isn’t of interest to the child on this particular day. Parents shouldn’t be discouraged when a child doesn’t respond to a given question, or just lets the question drift off unanswered. It doesn’t mean nothing happened inside. If it is a question that you feel you may have actually caused the child to think -- ask it again on another day, to hear what ripples have begun to occur the child’s thinking.

SO --- to complete this Teacher’s Reflection – based on a parent “tossing a pebble” into my mind -- the Question is: How can parents help foster thinking at home?

In order to foster thinking we have to cultivate a mindset for thinking. This is what we are doing each day in the classroom. The key elements that we are nurturing are:

Risk Taking: We cultivate an atmosphere where no idea is crazy. ALL thoughts are to be removed from the mind and placed onto the carpet for ALL to see and “play” with. No judgments are made about anyone’s idea. Everyone has an idea and must share.

No “Answer” Zone: When a child shares his/her thoughts, we never use the word “answer.” We always say to the child something like “that’s a great idea” or “that’s great thinking” or “that’s an interesting idea”.

When I ask a question, I will often say, “what is your idea?” or “what do you think?”. The moment we look for “answers” the conversation ends. Once an answer is given what’s left in a conversation?

But ideas soar!!

When we start thinking about “ideas” -- an important mental shift occurs. When we place ideas on the table/rug, they open the door for reciprocal dialogues. Reciprocal dialogues are discussion where ideas are tossed around, questioned, expanded upon and there is an exchange that occurs between the children.

When reciprocal dialogues are fostered, passion ignites and conversations become “hot” as children debate and question each idea.

When shifting to an idea mindset, the child stops thinking of “ME” and begins to truly look at the “idea” as being worthy of notice. When children begin to challenge ideas -- they know it’s the idea that is being challenged not the child who placed it on the table/rug for others to see. This “objectivity” cultivates confidence and advocacy in each child as they watch their ideas being treated as something that others are now thinking about and adding to.

Questions are cultivated: Each day we are sowing seeds in the form of questions -- many around “I wonder”. Once the “I wonder” questions sprout, children begin to think in terms of “I wonder” which causes other questions to sift to the surface. Children will often come to us and say, “I have a question -- why does ------?” Suddenly, “I wonder” questions are sprouting across the community -- and between each other.

Edge of Fantasy: Each day in the group meeting we dance around the edge of fantasy--the what if. When we toss questions to the children, we will allow fantasy to mingle in. This opens the doors for possibilities. It fosters out of the box thinking along with creativity of thought. There are no constraints. It fosters an inventive mindset vs. a fact finding attitude.

These are a few of the key elements that we are fostering in the classroom each day! Elements that can be fostered at home as well. As adults who work beside children -- we teachers constantly have to adjust our own mindset and resist the urge to want an answer rather than going deeper – and further outside the box -- in order to cultivate critical thinking.

Let’s go back to our scenario for a moment and look through the conversation through another lens using some of the strategies above:

P: I wonder why the penny is sleeping at the bottom and leaf is on top of the water? (Parent dancing on the fringe of fantasy)

C: Well the penny is round and it doesn’t have arms to swim.

P: But the leaf doesn’t have arms and it is on the top?

C: Well the leaf is different its leaf shape not round?

P: So you are saying that things that are round stay at the bottom and leaf shaped things come to the top?

(The parent restates the child’s thinking into a theory then tosses it as a question for the child to rethink.)

C pauses for a few moments and then answers the parent: Well, you know I saw a lid once, and it floated on the top like the leaf and it was round.

(The pause indicates the child has shifted into meta-cognition which involved the thinking about his/her thinking)

P: I’m wondering is there a difference in floating and swimming?

(Notice that the adult didn’t focus on the object but on the action “verb” -- this causes the child to now shift away from the object to the action)

C: Yes.

(The parent wants to have the child expand on this as – again -- this will push his/her thinking)

P: Is the leaf swimming or floating?

(This tosses a question using the child’s thinking and around the actions/verbs)

C: Hmmm....I think its floating!

(Notice the question is causing the child to now think about his/her thinking/ideas)

P: I’m confused, the leaf looks like its swimming because it is moving and the lid was moving but it was floating? How are they different?

(The parent is helping the child to think through his/her idea).

C; Well...the wind is moving the leaf around!

P: Why doesn’t the wind move the lid when it floats?

(“Why” is a higher level question and again pushes the child to make his/her thinking visible)

C: Well the lid has the sides and that stops the wind.

P: Wouldn’t the sides cause the wind to push the lid?

(Notice the parent tosses in another verb “push”)

C: yes.

P: I’m really confused -- so how do you know when something is being pushed or it is swimming?

(Making the child really think about his/her idea/theory)

C: Well something has to push you?

P: Like what?

C: Well like the wind!

P: How do you know that the wind is pushing? Can you see the wind?

(here the child might say you can feel the wind pushing you)

C: No but it’s not floating or swimming!

P: I’m confused how do you know this?

C: Because I’m a kid and we know these things!

Notice how this scenario has played out. The child has been pushed into a small corner and, for the moment, he/she can’t get out. Notice the last statement -- we hear children say these things often – AND this is a clue for us to back away and let the child now ponder.

In the course of this dialogue we have caused the child to now question observable actions -- floating, swimming and pushing. A new provocation for him or her to think about. The child will now be closely observing the world with this question in mind. The child is no longer looking at shape or body parts but actions.

Also notice in the scenario that there is a fringe of fantasy that the parent entered into the dialogue, just enough to capture the child’s attention and to have the child think about what he/she sees.

In this last scenario we have the child now pondering -- as adults we will now be ready for whatever comes to the surface again (swimming or floating?) :- ).

Final comment, in creating this Teacher Reflection of a real instance this past weekend, there is NO single answer relative to:

How can parents help foster thinking at home?

Every child – every parent – and every situation is unique. However, by practicing the “mind set” of letting ideas SOAR --- and learning the value of “I wonder….” questions that don’t need answers but, rather, need reciprocal dialogue ---- critical thinking may well become a welcome guest in your household --- as it is in your child’s classroom at MPI.

Leslie

P.S. There is a rhyme entitled: On An Answer Tree which I quite like: The ending to this rhyme goes like this:

A Question is much like a door, it can open regions to explore.

The “Answer” is much like a key – it can lock that door so you can’t see.


**The Rest of the Story (as of today)

A series of three emails between the parent and I after this was sent home:

Hi Leslie,

Okay...here I am again! You are totally going to get sick of me...ha ha ha!

Anyway, we weren't able to make it back to the little pond, but over the past week, he's been plugging the shower drain (covering the drain) so that a pond will fill the shower floor. He used to do this every so often, but had stopped, and has been doing it consistently now again for about a week.

He has a bunch of toys in the shower and he showed me that the teapot was floating. So we went back to the idea of where the penny couldn't float (from previous conversation) because it was round, and how come the teapot could float. Our conversation went around and around and he couldn't come up with a theory, other than it didn't have swimming lessons, which we then talked about the other items not having lessons...at an impasse. We brought in more things like how come his car couldn't float, but the teapot did...how come the bucket didn't float in the shower pond, but the teapot didn't. He kept mentioning that it was different in the shower pond, but couldn't explain further. We took it one step further and brought in what you had mentioned to me about his floating the lid and the bucket at the beach. Aha! He then came up with the theory that the water wasn't as strong in the shower pond to float the car and the bucket, but was strong enough at the beach to float it.

What a magical moment for me! Although we never did get the question answered as to why the teapot could float specifically and the penny couldn't even though both were round, it was so great to see that he incorporated his thinking about the items at the beach floating and compared it to his little shower pond! The ideas and concepts are just building each week! Sooooo cool!!

Thanks so much for opening this up for him! I think he's really absorbing this topic with the beach, the water, the floating and just bringing it in all around!

Wow!

Mom

***
Hi Mom,

No I'm not going get sick of you at all!! I truly LOVE hearing these moments it makes all that we do so much more--when home and school can connect in this wonderful way--around discovering more about the child-- as our image of the child becomes one! We each are seeing a competent, capable and vibrant child think!!

WOW, WOW, WOW!!!

This simply made my day!!

As you mention---C is really thinking about this!! I love the fact that he is recreating moments and thinking about how it connects to other moments as he scaffolds his learning and thinking.

What I love is how he is trying to answer his question not through you giving him the answer but through his own determination to "experiment" and try out different things. I love the fact that you are hanging in there pushing and "scaffolding" him along as he thinks about his problem.

I really love how your not giving him the answer--look at all the moments that he is working at this as he tries to figure this out. What wonderful moments he would have missed had he been given the answer long ago--and the magical moments you would have missed together.

Just think when he does come to the answer (which could day or months or a year from now) it is going to be awesome for him--because he is going to know how it worked and the "why" vs. having the answer--this is critical thinking!!

You are so right -- each of these moments are magical in so many ways--he knows his mom is right there with him and believes in him so much that she knows he will finally "get it." That she has complete confidence in his thinking and his work. You are giving him something that is priceless! Your believe in him---that will get him through anything life throws at him!!

Don't you cherish these moments!! It is the best feeling in the world!! I love it and I feel honored to be part of moments like these each day!

FYI--we are talking about ocean bubbles--so the children were all hyped up about this!!

WOW what a beautiful moment you shared!! Thank you, thank you, thank you for thinking of me and letting me in on this moment with you. WOW!!

No I'm not going to be sick of you!! I guess the better question is are you sick of me???

See you both in the morning!

Leslie

***
Hi Leslie,

Thanks so much for the reply (above)!

It helps to point me on the right track and definitely NO, NO, NO...I'm totally not sick of you! You were the first person I thought of to tell this to =)

Thank you so much for letting me share these experiences with you! All that you've been sharing...the e-mails, the talks...I've been really listening and taking to heart what we've been talking about. I've been trying to slow down and let these moments happen and you are absolutely right! These "magical" moments are truly precious...I really get to see the thinking going on and what a process it actually is (I kind of was taking for granted what a complicated process it really is) and get to see a different part of his personality shine through. Although, I have to admit...some days it's hard when we're pressed for time.

It's so great to share these moments with you...I feel as though, C is taking a journey in learning, but so am I. It's like how the kids yell, "Ms. Leslie, I want to show you..." I think it's the same thing for me and it's so exciting for me too, "Ms. Leslie...look what I just experienced!" Going through this and being able to share, just makes me happy!

Thanks so much! Truly appreciate it!

See you shortly!

Mom

NOTE: This is what I hope to foster in each of the families that I serve---having magical moments like these with their child---why should I be the only one honored in doing so... L

A reminder...

Kick-Off on Saturday, September 18th
Just a reminder that this year’s first monthly gathering will be held this Saturday, September 18th. Come meet at the Nokomis Community Center, 2401 E. Minnehaha Pkwy., Mpls. 55417. 9:00 – Noon.
This gathering (with presentation) will be a Kick-Off to “Seeing Children”, beginning a year of research on the topic of “play”. No fee. Contact Sandy Burwell for more information melchiseddech1946@yahoo.com.

Great opportunity!

Upcoming Events | Reggio-Inspired Network of MN
By admin
The Reggio Emilia Approach to Education: Experiences in Dialogue, presented by MacDonald Montessori School at the Science Museum of Minnesota in St. Paul. $185. for both days, 6:30 – 8:30 on Friday and 9:00 – 4:00 on Saturday. ...
Reggio-Inspired Network of MN - http://www.mnreggio.org/

Take advantage of this opportunity!

Reggio-Inspired Network of MN
September 4, 2010 11:02 am

Kick-Off to the 2010/11 Monthly Gatherings
The first “Monthly Gathering” of the 2010 – 2011 year is fast approaching. Mark your calendars for Saturday, September 18th. Come to the Lake Nokomis Park Building at 2401 E. Minnehaha Pkwy. in Minneapolis 55417 for a Kick-Off Experience and Presentation, 9 AM – Noon. No charge. For further information contact Sandy Burwell at melchisedech1946@yahoo.com
Watch for an upcoming message about many other events scheduled for the coming year. One highlight will be Amelia Gambetti’s visit to the Twin Cities on November 12th and 13th at the Science Museum of Minnesota. She’ll be leading presentations on Friday from 6:30 – 8:30 and on Saturday from 9:00 – 4:00. Details to follow.

Study: Preschoolers Display Some Statistics Understanding

In one sense, this is kind of a, "Well, DUH." On the other, it speaks to the importance of observation and responding to a child's own observations as opposed to organizing a classroom that tells them what to observe.

Hope all is going well!


Study: Preschoolers Display Some Statistics Understanding