[Note- Here are the notes I took that day, edited for clarity]
Notes – Day 4 Session 2
Running with Sharpies: Supporting children’s competencies through the thoughtful introduction of challenging materials
Teaching & Instructional Practices
1 1/2-hour session — limit 4 presenters
Preschoolers
11/5/2016 9:45 AM – 11:15 AM Room 405
Los Angeles Convention Center
Kimberly Bourne, Associate Director / Educator, GeoKids Early Childhood Center; Kimberly Bourne, Associate Director / Educator, GeoKids Early Childhood Center; Terra Peterson, Educator, GeoKids Early Childhood Center; Violet Balverde, Associate Director / Educator, GeoKids Early Childhood Center – geokids.org
When thinking about the materials available for children in a classroom of three, four, and five year olds, what comes to mind? Chances are permanent markers in a glass jar, delicate figurines, screws, drills, and saws are not on the list. But it is possible to give young children free access to these challenging materials with thoughtful introductions and practice. In trusting children with challenging materials, teachers can help children build an even greater sense of competency and accomplishment. This presentation will focus on the process by which teachers can introduce unconventional and challenging materials to children, developing respect for these materials along the way, and creating a baseline understanding of expectations and possibilities with respect to the environment in the classroom. In this session, participants will be challenged to broaden their view of the types of materials that can be offered to children, and in turn what types of imaginative and innovative ideas and creations the children can offer back to us as a result.
exploring materials that children have not yet worked with
water – tools
materials: artist quality not specifically made for kids
open ended
wires
continuously work with materials to get kids comfortable
What a child can do today with assistance today, she will be able to do by herself tomorrow – Vygotsky
corks — wood — screws
wire clay woodworking etc
woodworking and water color
Steps
- intentional introduction
- small group exploration (more time)
- table “provocations” interesting way
- finding experts
- agreements meeting (before making it consistently available)
- building (autotomy with materials)
bin of wood is available for children
balsa (no need for pilot holes)
no splinters
off amazon
screws with large heads – philip’s short handles
wood pallet for clay
ask what they know about materials
small group
know how to use material properly
ask questions
become fluent in a material
[discover] most interested, most confident kids
small group practice
safety concerns
real saws, screwdrivers
remind children they are REAL tools
we trusted them to use
wind bottle cork into wood
screws screw top mason jar- need an adult to help
limit tools – 4 each
adult present when they were building competencies
adult support at the beginning
practice before – make pilot holes
more effective
have a peer to help them practice and support them
share techniques
created shelving unit for their stuff, they could keep working on it – up high so adult get them
when on child level, it would break
can use cork in building
watercolor
properties of water color paper vs drawing paper
bristle types
thin brush
last brush
mix colors on paper not on pallet
water color tubes
setup provocations
explore all properties
2 children can explore
(not too many, they become aware of social interaction instead of materials)
during that time, they notice who are interested
the experts share their methods and passion
goal – have the kids use each other instead of teacher
initial experiences with it
Q: how do I keep the materials in their area
A: small group?
water on ‘slate’
large paper
water colors and brush selection
say “time to put materials away”
often watching materials
pouring out water in water tub nearby
less supervision – instead ask questions
wire cutting and tools
sharpies – more interesting than regular markers
called them “thinking pens “- respect and care
before its available all the time
teacher commitment (to get all on board)
class commitment (teachers: we trust you’ll be able to use these freely)
best practices
their interest was noted – rules remembered
we trust them because of their expertise
expectations for respect are high
kids notebooks
autonomy – constant revisting
respect
adjustments and accountability
challenge sign up list [for kids]
can you make something out of someone else’s work?
these are tools your body needs to be in control so you can control tools
sign up sheets – form, papers
implemented rule – one sharpie at a time
no hoarding
its available all the time so theres no need
jar of pens – one at a time
if new kids- talk with old kids
these new children haven’t yet had the experience with them
“Are you feeling like you can honor the agreement?”
why bother
there’ value in being intentional
allowing others to be part of this process
fine motor interest and thoughtful intentions
turning recycled materials
“How can we improve this paper that someone thought they messed up on”
creating with intentionality and focus