Trees as a Topic: From Science to Socio-Dramatic Play
By Beverley Hartman, Head Teacher
Inspired by Bing’s rich natural setting, the teachers of East AM focused on trees for in-depth study last fall. As we began creating activities and materials, the opportunities for teaching science and math became quickly evident. What was less clear was how children would come to use trees as a topic for their socio-dramatic play.
Tracing the evolution of this in-depth study demonstrates how our team guided children to tie classroom learning to the world around them. It also reveals the surprises children’s creative learning processes so often have in store for us.
To launch the project, we set up a discovery table hosting forest-related materials. This was designed to encourage the children to explore and to help us assess their interest. Together, we identified types of trees. The children drew them and in so doing practiced the first technique in the project’s science curriculum—observational drawing. The team created board and matching games with the goal to identify trees, compare tree components, and pretend to plant new trees.
We went on to create a chart that linked trees with samples of leaves, bark rubbings, pods, and trunk size. The information collected by the children prompted speculation, questions, and conversations. A section of the chart included a space for children to vote for their favorite variety. Children also counted the redwood trees in the East Room yard and pondered whether the single base with two trunks should stand for one tree or two.
Two specialists who met with us during story time provided valuable contributions to the curriculum: Ann Ingles, a landscape architect, demonstrated her process for planning environments and in particular selecting trees, and Peter Ozorio, an entomologist, made several presentations, offering information about the carbon cycle, dormant (quiet time) periods, and the insects that live on the trees, such as ladybug beetles. Adding to the richness of the learning were the nature walks the children took to collect samples, identify and draw trees, search for flowering trees, and notice the change of seasons. Creativity flourished as the children individually and in groups used cardboard, clay, paper, and wood to construct trees. The cardboard trees built in the sand area were enhanced with branches, leaves, bark, pinecones, crabapples, and finally creatures of the children’s design. The teachers thought that we were building a forest, but the children explained that it was actually a tree family.
The tree family signaled children’s emerging ideas for dramatic play. This type of play enabled children to integrate their social, emotional, physical, and cognitive development. They were investigating what they had learned about trees in a different modality—a family, which is a structure they all know and appreciate.
More creative twists were to come. The catalyst for the next phase was introducing a Burl Ives song calledLollipop Tree at story time and then at music. The concept migrated to the sand area and soon children built their own lollipop tree. Expanding that idea, the children created a maple syrup tree, which in the world of the play scenario began to overproduce. It flooded the sand area, and the children quickly built a houseboat, gathered supplies, and climbed aboard. Using shovels as oars, they stroked together while chanting, “Row! Row! Row!” (For a full account of the development of the play scenario, see page 23.) Another scenario centered on a “tree dragon.” The children built sand castles for the dragon and communicated with him by writing messages to their new friend. The topic was no longer teacher driven but rather was owned by the children.
The evolution of a topic is not always visible nor does it always follow a linear path. Teachers establish trusting relationships and a climate safe for learning. They observe carefully throughout the process and make adjustments as needed to meet the children’s interests and responses. Teachers provide materials and resources in the environment, enough time and repeated opportunities, and they scaffold the learning activities to support children as they gain skill and knowledge. For children to engage and stay motivated, teachers must be sensitive to what helps a topic be significant to young children in the context of their development and culture.
Trees as a topic had universal appeal to the children and teachers in East Room. The teachers, who are nature enthusiasts, had a genuine interest in providing educational opportunities built on the topic. Children gained in their knowledge and understanding of the science of trees. Meaning deepened as the children took charge of “playing” trees. Over time, both groups, teachers and children, truly co-constructed a curriculum.