Moving and Connecting, October 2012

(How I interpret the observations:)

I see the children continuing to play with ideas about moving, on buses and boats, flying and running.  I see their play develop from working alongside each other on separate and similar endeavors, to the pursuit of play with each other.  As the children continue their play from one day to the next, it’s more involved and detailed.  The roles of Mommy and Baby and Pirate and Dinosaur are mastered (and personalized) daily in the choices they make during their changing interactions with each other: what they eat in their play, where they sleep or nest, what they find and what they are looking for or chasing, why they are scared, what makes them powerful, how they hold onto power, how they exchange it.  In this way, they make connections in their play to their experiences.  (“The treasure goes in the treasure box.”)   Connections become new knowledge which they take away with them, it is actualized and sturdy, and easy to pull out if the suggestion of more play is made another day.

The developing symbols/roles within the children’s play, show us what is important to their families and also what I, as their guide, see as priorities: showing care for each other (“don’t cry, Zo Zo” “it’s slippery here”), safety (“buckle your seat belts”), having expertise (“I always drive the bus. I’m a good driver.” “I drum.” “I raaar.”).  I’m describing ephemeral things, not artifacts like the drawings, paintings and clay which come home to you.