"WHEN WE OBSERVE AND DOCUMENT..." STATEMENTS
FROM ANDREA AND ALISON'S PRESENTATION

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When we observe and document children’s encounters with materials, they teach us that they have the ability, without an art lesson, to discover the properties of materials.

When we observe and document children’s encounters with materials, they teach us that each material has an infinite number of uses.

When we observe and document children’s encounters with materials, they teach us that by having ample time to explore materials, they can discover new uses.

When we observe and document children’s encounters with materials, they teach us that there are many uses for a material that we, as adults, may not have considered.

When we observe and document children’s encounters with materials, they teach us that a material that may not be useful alone can become useful when combined with other materials.

When we observe and document children’s encounters with materials, they teach us that materials have many properties to be discovered, not just shape and color, but also texture and even temperature.

When we observe and document children’s encounters with materials, they teach us that there are many ways that materials can be grouped and that each grouping of materials can emphasize specific properties of those materials.

When we observe and document children’s encounters with materials, they teach us about the many possible transformations and iterations of one material.

When we observe and document children’s encounters with materials, they teach us about their sensitivity to the unique affordances of each material, as well as their sensitivity to the world around them.

When we observe and document children’s encounters with materials, they teach us that materials can become props in their dramatic play adventures, that one object can represent another, and that they have many thoughts and stories to compose and share.

When we observe and document children’s encounters with materials, they teach us that their complex thoughts and ideas can be clarified through representations with materials.

When we observe and document children’s encounters with materials, they teach us that materials can become a “language” to understand, represent and share ideas about changes occurring in the world.

When we observe and document children’s encounters with materials, they teach us that they learn by making connections that rely on previous knowledge and experiences.

When we observe and document children’s encounters with materials, they teach us about their ability to invent new ideas.

When we observe and document children’s encounters with materials, they teach us that materials can be used to express ideas that can be elaborated on by others.

When we observe and document children’s encounters with materials, they teach us about the benefits of group learning and building ideas together.

When we observe and document children’s encounters with materials, they teach us that materials can support not only the communication of ideas, but also the formation of ideas.

When we observe and document children’s encounters with materials, they teach us that materials can help them express their complex ideas and that these ideas are contributions they have the right to make as citizens of the world.

When we observe and document children’s encounters with materials, they teach us that the decisions they make are intentional, reinforcing a strong image of the child.

When we observe and document children’s encounters with materials, they teach us that learning is a complex process and that they are capable of researching concepts in depth over a long period of time.

When we observe and document children’s encounters with materials, they teach us that experiences with materials can offer opportunities for solving problems and overcoming challenges.

When we observe and document children’s encounters with traces of experiences with materials, they teach us that our work with materials does not have to be organized into disconnected half hour segments, but rather that traces of past experiences with materials can be a source for new experiences, providing continuity from day to day, week to week, month to month and even year to year.

When we observe and document children’s encounters with materials, they teach us that their process of learning includes transferring knowledge from one experience to another.

When we observe and document children’s encounters with materials, they teach us that adults and children can be partners in learning, combining our ideas to create new ideas.

When we observe and document children’s encounters with materials, they teach us about wonder, curiosity, amazement and comfort with the unknown.

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