By Marisa Chin-Calubaquib, Teacher
Have you ever wondered why children choose to play in one area of the classroom over others? What do they base their decisions on? Just like adults, children are drawn to beauty in all its forms. Children might notice the colors of certain materials or how they are arranged in the space. Sometimes a simple invitation such as a bowl of seeds and a magnifying glass are enough to attract a child to explore further. Children are invited to use multiple senses as they encounter and examine the seeds—seeing, feeling and smelling them, reading the seed packet and more. Having colored pencils and paper nearby can further promote children’s investigations. Teachers call these open-ended arrangements of materials intended to draw children’s wonder, curiosity and engagement learning provocations. Sometimes a more elaborate provocation might be needed to display the potentials of the materials and prompt wonder in those who pass by, as with ramps, balls and bins.
The natural ways of children include an aesthetic dimension that can be described as a “pursuit of loveliness, of harmony, of balance, poise, equilibrium and sensibility to relationships” through which they make sense of and understand the world and determine what they care for, value and appreciate, stated Italian educator Claudia Guidici in The Hundred Languages of Children. Therefore, aesthetic properties can be highlighted depending on what and how materials are offered to children. Open-ended materials that can be used in many ways—such as elements from nature, loose parts and recycled items—allow for unlimited possibilities and creativity, in addition to offering children a variety of mediums, textures, sizes, shapes, etc.
For example, as the weather warmed this spring and the children were planting and caring for the West PM garden, a teacher used translucent pattern blocks to make flowers at the light table. Enticed by this novel setup, a child responded by creating flowers using the same pattern blocks in a similar, yet different, way. Another child working adjacent became inspired by the friend’s work and began investigating as well. In the quest for beauty, children home in on the details and complexities of materials, in addition to patterns and connections.
When teachers are planning and setting up activity areas in the indoor and outdoor classroom, they think first and foremost about the children’s current interests, as well as their developmental strengths and competencies. Teachers also consider the possible processes and logistics of play unfolding, and how best to support what could happen. This may involve the selection of materials and considering how much is available and whether some items are paired together. Whether play should be designated to particular areas, surfaces, and spaces is also on teachers’ minds. Using visual and physical markers such as trays, boards and placemats can communicate the intended workspace to children and help them maximize the area available, but there is always flexibility, depending on the plans and ideas that evolve.
Small details about the setup can greatly influence children’s experiences. For example, the way items are arranged can prompt children to notice and consider certain elements. Even the receptacles to house materials matter: Are the baskets big enough for all the pieces? Can children see over the edges of the bin? Are separate, organized containers for each of the components available so children are set up for success with items that are easily accessible? Teachers also weigh the feasibility of children using the materials independently and consider the level of challenge presented.
By constantly observing how children respond to provocations, much is revealed about their development. Through paying close attention to their play and how they interact with the materials and with others, teachers gain valuable information about what to offer next and how to extend the play. Because Bing teachers typically stay in any given rotation/area for a week, they can adjust as necessary from day to day, or catalog their observations to build on or extend children’s learning in the future.
And sometimes, the children initiate and leave their own provocations for peers and teachers to discover—oh, happy day!
