By Nancy Verdtzabella, Head Teacher
Why do baby birds
have wings?
I think they do not
like to walk.
—Remy (West PM child)
This year in West PM, while the teachers carefully observed the children in their day-to-day activities, a theme emerged that captured our attention in an entirely new way. As teacher-practitioners, our attention was drawn to the melodic words and spontaneous songs the children wove into their play. We listened deeply, followed their lead, and noticed that the children’s natural inclination to express themselves in poetic and musical forms led to the discovery of what truly matters to them.
They revealed a remarkable ability to give voice to their ideas through original poetry and music composition. Their inspiration arose from a deep engagement with the world around them. They were observing, questioning, and interpreting their experiences in unique and personal ways. Using rhythm, beat, movement, and expressive language, they transformed their thoughts into dynamic expressions of meaning. As authors and composers, the children embraced both individuality and collaboration. Some works came from deeply personal reflections while others celebrated the collective voice of the class community.
To honor this unfolding journey, the teaching team came together with the intention of showcasing the children’s original poetry and songs. We wanted everyone who enters our learning space to witness the development of their lyrical abilities. Confident in their capabilities, we worked to ensure their creative expression would not go unnoticed.
As the children moved through the environment, poetic words emerged as they contemplated the sights, sounds, and sensations that inspired them. We quickly reached for our notebooks, capturing their words before they could evaporate like mist in the morning air. The environment itself—every leaf, creature, and breeze—became a source of wonder and prompt for expression. They composed poems and songs about gardens, birds, the weather, color mixing, vehicles, and worms.
Throughout the year, we highlighted these reflections by displaying the children’s original poetry and songs on our documentation board under titles such as: “Songs and Odes to Transportation” and “Making Meaning from the World Around Us: Poetic Reflections from Children.” These collections captured their deep thoughts, curious questions, and imaginative interpretations of the world in motion around them. Iterations of their songs and poems kept learning vibrant.
This project, born from the children’s passions and nurtured by the teachers’ unwavering belief in their competencies, reminded us of a profound truth: Children are not merely observers of the world. Children in West PM are interpreters, creators, and composers. Their work, proudly displayed for all to see, is a testament to the power of listening, honoring, and celebrating their natural capabilities.
A Rainy Day Brings Worms, Wonder, and Song
One theme that captured a child’s interest was the exploration of worms.
For weeks, Maddie searched for worms. With little rain, her findings were scarce. She turned over every stump and stone possible, seeking signs of life, yet finding none. At last, the rain came, stirring the children’s curiosity, and Maddie was among the first to reignite a worm expedition in the yard. As she flipped over a stump, a hidden world of wiggling worms revealed itself. Her eyes lit up, and she squealed with delight. She then broke into song:
There are so many, so many, so
many worms.
So many, so many, so many worms.
And they’re wigg-ily, wigg-ily,
wigg-ily worms
And the worms are FAST!
She repeated her song, joined by nearby children who were captivated by the discovery of the worms and swept up in her melody. As Maddie observed the worms at rest, new lyrics emerged:
Shhhh…we must be quiet,
Because the worms are sleeping, sleeping,
sleeping… Shhhh!
Later that day, Maddie proudly asked to share her song with the class at story time. Her visible delight and confidence inspired others to compose songs of their own.
