- What does it mean to notice and to recognise learning?
- How can we document it in a way that empowers children, teachers and whaanau?
- How does one write a reflective narrative?
- We will also briefly explore how the respond section can support planning.
One of my passions is to write learning stories and often they seem to be just as much about how to observe children as they are about what to observe. So I found myself writing to remind myself, my colleagues, the parents and that distant 21-year old (!) about how to recognise the extraordinary learning journeys we are witnessing at every moment. I realised how often one slides over what one is seeing with the phrase “just playing” and I started to appreciate just how much learning is occurring on so many planes, and also how much children are absolutely hardwired to learn.
During an extended period of time in a toddlers room I noticed that every time I looked at a child they seemed to be somewhere else, doing something else, but if I kept my eye on just one child and maintained continuity, I started to appreciate the enormous intelligence and deeply scientific approach to learning that was happening under my very eyes, cunningly disguised as “just play” as in Grace – the words.
Two Blokes with their Beer tells the story of two young lads and these are the accompanying delightful photos.
This following story attempts to experience being new at a daycare from the child’s perspective, reminding me and hopefully the readers of the story of our huge responsibility to be empathetic and alert. Lachlan’s story
The story of Gabriel running also illustrates the value of remembering how it feels from the child’s point of view, as it is so easy to forget, or simply overlook.
A scientist at work
Cheyenne, you are a wonderful model for us all with your indomitable determination to explore and make sense of the world ! I have lately been observing children with a greater respect for the fact that, unlike us “clever” adults, who like to think we have got everything sussed ( ho ho ! ), children come into the world with no prior experience of its spatio-temporal qualities, its curious humans and their communication strategies or for that matter, the distinction between edible and inedible, yummy and not so yummy. Every single bit of data has to be researched, explored, filed, rechecked against current working theories and then catalogued until some new experience suggests that we may need to reassess our understanding. It is a miracle and a godsend that children come so devoutly hardwired to undertake this mammoth undertaking.
My sense is that it is far too easy for us to see a child like Cheyenne and just see “cuteness”, and it’s absolutely undeniable that she is being adorably cute. My worry is that we (I ?) can so easily forget to respect and admire this devotion to science, because the fact is that without this drive, none of us would learn anything. Research by Carol Dweck has shown that most children have decided by about the age of 5 whether they are going to try new things because either A. They love to explore, are curious, are not afraid of making “mistakes”, do it for themselves rather than for praise, and are ‘intrinsically motivated’ with a “growth mindset”. (ie. they like to play) or B. They are more concerned about approval, praise, and external affirmation. These children are less likely to take risks, are more afraid of “getting it wrong” and are “extrinsically motivated” with a “fixed mindset”.
So, the point for me, when I see Cheyenne doing the logical, intelligent scientific thing ( by tasting flour ), is that I want to celebrate her motivation to be curious and explore and I also hope that our feedback will be such that when she is 5, 16, 35 or 65, she will still be fascinated by the journey of learning ! ( Despite her doubts about the first taste, she checked it again, to the fascination of her peers. Go Cheyenne !! ).
(Evelyn. May 2013)