silent sound theories

We have noticed a great curiosity regarding sound with our group this year. Our first noticing occurred one morning in dramatic play, when one child held the fire fighter hat to her ear and declared that she heard something. We capitalized on this moment, first making seashells available and asking if the sound was similar to that of the hat. Then came instruments, inside and brought outside, and the invitation to build an instrument. But I have been given a big reminder that to move past this exploratory stage, to go deeper in to developing theories about sound and music, the children need a foundation in deeper thinking. I realized this when my questions to children were left floating in space. It's a reminder to model critical thinking. It's a great honor and responsibility we have as early childhood educators to be part of developing the foundation - of harnessing curiosity and helping children develop critical thinking traits. So I am reminded that it is still early in the year and to spend a great deal of time and care in building the foundation...from there we will build to great heights, I am sure. My current reading interest has been all about thinking and making thinking visible to children, there is so much here at Project Zero's "thinking routines" for educators and parents.

Where does the sound come from?

One broken maraca, but the pleasure of the exploration was well worth it.

How does this make music? This question, was not answered verbally but it so clear the provocation led him to look a bit closer. 

Now an expert, he can help others.

beginning to create his own instrument.

it's not always black and white

Ms. Annie and I had time, amid all of the beginning of the school year rush to sit down for a few minutes to compare and reflect on our observations. I'm thankful to have a teaching partner who is such a keen observer of children, noticing the subtleties and having such a sense of what is important. In an exploration of white and black paint, Ms. Annie listened (she's a very good listener) and posed questions when needed. One boy remarked, "I've seen this color before...In a black and white picture."

The color gray was never said aloud, we wonder if that is the color he remembers. We wonder where he saw black and white photos. We need to hunt in our homes for black and white photos. We need to ask his parents if they have black and white photos. These are the thoughts, the wonderings, the to-do list that is so often the beginning of projects big and small.

a symbol in a thimble

As we head into our second full week of the school year I'm struck by the creativity and collaboration that has already surfaced within the group of children. In moving through the photos and images of the week, I can't help but notice the symbolic representation. Children have given meaning to objects and innovations big and small. There have been volcanic cones, telephone blocks, along with much more below.

On the first day of school, the natural materials displayed on the table went untouched and by the fifth day children were creating, sculpting, and giving meaning to the creations. This is "the ant house."

Each day during outdoor play a handful of children run to the sidewalk chalk bucket. This ship is holding everyone in the class and is heading to Manhattan.

New York City was built in a day, at least in our class. The complexity, evident in every nook and cranny of the structure took my breath away. This being a reality after a few days of school, given meaning, and built by a team of three. The possibilities for the year are exciting to say the least.

An moment I feel lucky to have captured.

This year is ripe for project potential and I'm already looking forward to the possibilities.

emptiness

I took these photos in the quiet of this morning, before the children arrived for their first day of school. I was struck by the emptiness of the space. It was intentional but I couldn't help but feel slightly uncomfortable by it all. The walls a blank canvas, the shelves waiting to be filled. Yet, this was my intention. To allow the room to take on the voice and life of the group of eighteen I was about to meet. I had to remind myself throughout this week, as I've worked on the room bit by bit each day, that it is through emptiness that all possibilities arise. So here is our beginning, I am so curious and hopeful about all the beautiful possibilities in store for this year.

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documentation: what's your perspective?

I am constantly inspired and provoked to think just a bit deeper by the posts and questions offered on the Google Group "Reggio List". This video on documentation was shared on the list and is the perfect provocation as I, and many others, are about to begin a new school year.

Documentation: Transforming Our Perspective from Melissa Rivard on Vimeo.

A thought that resonated with me was the power in sharing our perspective on the learning process - especially how this effects children in gaining a new perspective. I also connected with the reminder that good documentation reveals to families the potential of their children.

The term documentation seems so simple, yet the process and all it entails is incredibly complex. I feel a great sense of responsibility to grow in this area.