Cultivating Ideas

By Tom Limbert, Head Teacher

Step into a classroom at Bing Nursery School when children are present and you are bound to see a child creating with classroom materials and describing her work to a nearby teacher. The school has designed its environment to inspire children to create, discover, play and explore. With the presence and guidance of skilled teachers, children become more eager to express themselves through both their chosen materials and their language. Quite often, a conversation ensues: “My building is a hotel,” Calla explains, “I’m going to make steps on the second so you can climb onto the third floor.” When a teacher expresses genuine interest through careful observation and delicate questioning, children begin to understand that their ideas are valued. It is a deep respect for children’s ideas that makes Bing an ideal environment for children to learn and develop. This respect is embedded in Bing’s philosophy, our curriculum and in teachers’ practices.

The most concise way to describe Bing’s philosophy of early childhood education is to say that we are child-centered and play-based. By child-centered we mean that we allow children to choose among learning experiences and activities, and to explore at their own chosen pace. When a child is encouraged to decide whether to paint, build with blocks or run with a friend, she learns a valuable skill that will help her throughout her educational process and indeed her life. She grows emotionally in terms of independence and self-esteem. It is her own wishes and ideas that guide her experience and development at school. At Bing, young children are invited to play. Through their play, children begin to express their own ideas. Gradually, they learn to listen to and respect the ideas of their peers as well. Take a close look at children at play and you will find ideas being instinctively generated and continually shared. In a child-centered and play-based school like Bing, ideas are encouraged and plentiful.

Children’s ideas are also at the forefront of Bing’s curriculum. Much of the curriculum involves the open-ended use of basic materials: blocks, sand, water, clay and paint. The teachers encourage children to create and construct with these resources as they wish. As children repeatedly explore these materials, they learn new ways to use them to express their ideas. “This tree is really tall,” Jack V. explains as he adds layer upon layer of clay to his growing sculpture, “From the bottom to the top it takes nine minutes to climb it!” Often children’s play with basic materials reveals recurring ideas and themes. At times, communal interests develop from the children and the teachers will acknowledge the children’s ideas and interests and develop the topic into a more in-depth study, or project. This development of projects or what Lilian Katz, PhD, a renowned early childhood educator, coined “The Project Approach,” is another integral element of the Bing curriculum. The course of these extended studies is determined by the children’s own questions and ideas. Katz explains, “Each child is involved in representing what he or she is learning, and each child can work at his or her own level in terms of basic skills, constructions, drawing, music and dramatic play.” At Bing, on a daily basis, one can see an emergent curriculum developing through the children’s use of basic materials. With a philosophy that encourages children to express themselves and a curriculum that is also supportive and responsive to children’s ideas, Bing provides an excellent foundation for early learning.

In a learning environment that invites young children to play and explore, with the goal of a curriculum that emerges from the children, the role of the teacher is critical for encouraging and highlighting the children’s expressions and ideas. Teachers in play-based early childhood programs are first and foremost observers.

Through practice and experience, teachers learn how to best extend children’s play and facilitate communication among peers. Teachers at Bing support and gently guide children in an effort to help them express themselves effectively both in their play and through their use of basic materials. We always encourage children to communicate their ideas both through language and their creations. We document, record and highlight children’s ideas. By drawing attention to a child’s ideas and achievements, we teach that child to take pride in her own work and also help peers learn to observe, respect and admire their classmates’ efforts and perspectives. Learning to appreciate another person’s perspective can often be challenging for young children, but with careful guidance and support from skilled teachers, children can develop and flourish cognitively, socially and emotionally. Together we learn to value each other’s ideas as well as our own.

There are many factors that help make Bing an exceptional learning environment for children, parents and teachers alike. It is exciting and inspiring to be a part of a school that has been the home for so many studies involving child development over the years. Each member of the adult community—parents, teachers, administrators and researchers—shares a common goal and desire to learn more about how young children think and how to best foster their development in all capacities. When we take the time to observe children at work and at play, and truly listen and respond to their ideas, we find there is so much they can teach us, and so much we all have yet to learn.