The teachers documented the children's work through photographs and transcriptions of conversations. From these pieces of documentation, the teachers were able to extract understanding of the children's ideas.
There were certain elements that were regularly evident in the children's work, which indicated that these were things the children found valuable.
For example, the shelters they created almost always had the following: a roof so that the animals could stay dry in the rain , doors so they could get in and out, rooms so that they could be alone, beds where they could sleep, sidewalks to stay safe on walks, and windows to see outside. By reviewing the documentation collected, the teachers interpreted that the children felt a responsibility and desire to protect the animals.
For example, the shelters they created almost always had the following: a roof so that the animals could stay dry in the rain , doors so they could get in and out, rooms so that they could be alone, beds where they could sleep, sidewalks to stay safe on walks, and windows to see outside. By reviewing the documentation collected, the teachers interpreted that the children felt a responsibility and desire to protect the animals.
How would the children's understandings of protection and provision deepen by offering them multiple opportunities for building?
Teachers offered the building experience to the children multiple times. They wondered how the same group of children would approach the work given their previous experiences. The process for the second experience was similar to the first. The shelter had the same essential elements, with walls, windows, and doors, but it was more detailed, adding a bed to the farm, along with gates to keep the animals safe. |
"When we closely listen to children, we find that they are offering us endless curriculum possibilities that can and should be combined with our own goals for children. Because the children were communicating a strong desire to care for another living organism, the idea of purchasing a class pet emerged." - Lauren, Room 12 teacher
Inspired by an understanding of children, and their ability to think with no constraints, the teachers were not surprised when the class considered many possibilities.
It can be difficult to know how to respond when children offer ideas that are fantastical (who doesn’t want a whale in the classroom?). The teachers didn't always want to be the realists, the practical ones, and knowing that the 21st century requires innovative thinkers to discover solutions that don’t yet exist for the problems of the world, they offered experiences that would encourage the children to refine their theories regarding which animals would make acceptable classroom pets. |
The children and teachers toured the school and recorded the pets found in the school community.
The environment acted as the third teacher, providing children with a general framework for a discussion about their class pet selection. The children found several fish in the classrooms, and two classrooms had birds. This prompted them to think about their own choice for a class pet. |
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"Based on this moment with the children, I reflected on all their previous experiences with building structures for animals. Now that we had Nibbles, the children’s work had come to fruition and was tangible. Their homes, barns, farms, mazes, and playgrounds began to transform and take on more meaning, as the children considered Nibbles’ safety, comfort, and entertainment when building for her. " - Lauren, Room 12
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