G only comes to my house once per week, and today was her third week. There seemed like a real breakthrough today, in that she was happy to arrive at the house, and settled very quickly, both in the morning and after our trip. I wonder whether seeing me at playgroup yesterday made a difference to her. A week is a long time for a toddler to remember, but a day may have made me so much more familiar. It is also noticable that she already has several favourite playthings (the books, the scarves) which she seeks out here. So, perhaps the objects too are becoming more familiar and friendly - and she more comfortable with the whole situation. (I'm making an effort to set up the living room in similar ways each Wednesday.)

Trip to Otari Wilton's Bush

Today the Little Kids and I went on a trip to Otari-Wilton's Bush. This is a forest which only has native plants, and is very beautiful, being in a lush valley, with winding paths, small grassy dells, and a picnic area beside a stream. This was an organised trip with Playcentre, and I only went because my friend had room in her car, including a spare child carseat (I have one only).

There was a guide who talked to the assembled group of adults and children about the trees, plants and some wildlife. The Little Kids and I mostly ignored this (along with the other small toddlers and their accompanying big people), and spent out time examining fallen leaves, plants and trees which they could reach, and so on. Lovely sound scape (tuis, etc), and really peaceful ramble through the forest, with both girls happy to trot along at their own pace, stopping to look at things when they wanted.

There is an important rule when going on outings with children: always scout out the trip thoroughly beforehand. This is where my friend and I miscalculated. We mis-remembered just how far down the hill it is to the picnic area, and we thought there were steps, so I didn't take the double buggy. As it happened there were no steps that couldn't be avoided, and it was a looong walk back up the hill to the car after the picnic. I carried each child by turns, and carried both of them towards the end (which I knew I could do in a pinch). It made me think, though, that the sensible thing would have been to have our picnic on a grassy area nearer to the car park (of which there were several). Hindsight eh!!!

Photo is Google Images again.

Sandpit of the week

This is the sandpit at our local playgroup with I and E getting ready to play. The heavy frames leaning against the fence hold in place a couple of large tarpaulins - this seems to be effective against cats, but a bit of a pain to life out of the way.

In fact, today we spent very little time in the sandpit. E is currently fascinated with water - pouring it, carrying it, filling small containers from larger ones. I is very into spatial relationships: she puts her body into spaces (like the 'cosy coupe' ride-on cars), and she opens and closes things (door, letterbox).

I could try putting water into the sandpit for E. And I wonder how I(child) would like tipping the tip trucks in the picture?

Tina Bruce on Play

I have an excellent assignment for the first two weeks of one masters paper. We have to choose a book on an education topic which we have always wanted to read but not had the time, read it cover to cover twice, then present a 5 minute seminar to the class on it. In the second week we have to do the same with a book by a different author.

I have been reading a book by English early childhood writer Tina Bruce. She is an advocate for play-based learning in an education system which seems to favour formal methods for quite young children.

What is interesting about this book is that she has created a list of 12 Features of Play - in essence, what you would expect to see in a child’s play when they are fully engaged, and are likely to be learning. Her list is reproduced below in full.

12 features of play: (p. 30)

1. In their play, children use the first-hand experiences that they have in life.
   
2. Children make up rules as they play, and so keep control of their play.
   
3. Children make play props
   
4. Children choose to play. They cannot be made to play
   
5. Children rehearse the future in their role play
   
6. Children pretend when they play
   
7. Children play alone sometimes
   
8. Children and/or adults play together, in parallel, associatively, or co-operatively in pairs or groups
   
9. Each player has a personal play agenda, although they may not be aware of this
   
10. Children playing will be deeply involved, and difficult to distract from their deep learning. Children at play wallow in their learning
    
11. Children try out their most recent learning, skills and competencies when they play. They seem to celebrate what they know.
    
12. Children at play co-ordinate their ideas, feelings and make sense of relationships with their family, friends and culture. When play is co-ordinated it flows along in a sustained way. It is called free-flow play.
    

She gives examples using narrative observations of actual children at play. She then analyses the examples according to her theory to illustrate the learning goals which the child is engaged in. Maybe I’ll try that out myself sometime.

She also makes the point that play is hard work for children when they are fully engaged - what she calls ‘free flow play’. I’ve certainly observed that free flow play takes a lot of concentration. She contrasts periods of this full-on play with periods of, for example, quite watching, or copying or helping an adult, or resting.

Food for thought. I’ve got out a couple of her other books to read (not for the 2nd seminar though!).

Quotes on the subject of play.

Working bee in play area

A bit of a working bee around here this evening sorting some outside things for the Little Kids. We have finally got the sandpit cover sorted (fingers crossed). We can go a long time with no "cat problems", but have been hit (in the sandpit) more than once lately. The previous cover was of the throw-a-tarp-and-some-bricks-on-it variety. We have now gone up-scale a notch: the tarp now has hooks all round to hold it on. If the local moggie (and we know your name!!!) gets under THAT, she'll get a fright and wish she hadn't.

I also got Bern to attach a short elbow of downpipe to the back of the sandpit. The idea is to encourage the Little Kids in pouring sand - and it should work for balls too. If it works out we might extend that idea. I'll be on the scrounge for off cut lengths of downpipe for other gradient applications too, such as water, cars, etc.

The other wee job was tidying up the 'garden in a bath' by the back door. This has a nice miniature flax and a native grass ("spikey" plants), and now it has some lettuces and silverbeet transplanted into it. It's got space for some other little veges too. The Little Kids can help me water it, and we might pick and eat the produce. Then maybe they'll leave the strawberries alone!

(Photo above is from Google Images, and is probably quite misleading.)

Another gorgeous day here, and plenty of reasons to get out in it. We had a picnic in the Dell arranged with a Sunday School group, but in the end only a small number turned out for it. They were probably all at the Cuba St Carnival - which is where Sophie, Katie and I went afterwards. Saw some clever, funny, outrageous, courageous (by turns) street performers, and checked out the stalls. A good range of music too, but too hot to stand around in the sun. (And lucky if you could get a seat in the shade.)

Yesterday (Thursday) was a teaching day, but I only had one toddler as E was away with her family. When there is a change in the routine (such as being down one child) I take the opportunity to do things which are difficult on other days. In this case I(child) and I went to town on the bus to sample some of the joys of city life. (They are not big enough to take two toddlers on the bus together.)

We did a bookshop, then a cafe at the library and a toddle across Civic Square. The seagulls came in for a bit of chasing - but even at I's fastest run they just remove themselves casually from her reach and look back scornfully as if to say "who are you little person to bother me". a great delight for her though.

Got some teaching resources and more books at a 2nd hand shop. I'm collecting scarves (silk, chiffon, etc) to use for dancing, hiding, dramatic play, etc. Then I(child) ate her lunch at the bus stop, and home for a sleep. Altogether a very satisfactory morning.

More on section 59 repeal. Russel Brown, blogging on Public Address, has some lucid comments here.

Repeal of s59 has passed second reading

It's good to see that Sue Bradford's bill to repeal section 59 of the Crimes Act has passed its second reading in parliament last night. You can read more about it on the Green blog here.

In case you haven't been paying attention to this issue, section 59 is the part of the Act which says that parents may use 'reasonable force' when disciplining their child/ren. All well and good but for two problems: i) this clause has been used as a defense for parents beating their child with implements such as lengths of wood (that is, one person's 'reasonable' is another person's 'completely over the top'), and ii) this section has the effect of giving children less expectation of physical safety under NZ law than either adults or animals enjoy.

Now, OF COURSE parents must train their children. There are lots and lots of ways to do this, starting by being a good role model of how you want your children to behave. Some of the people who are against removing this section of the Crimes Act say that a parent who lightly smacks their child to correct them will be a criminal. My problem with that argument is as follows. If all you need is a 'light smack' to correct a particular behaviour, then there are many alternative (non-physically-violent) ways to achieve the same effect. If you can't use one of the alternative (non-physically-violent) behaviour management methods in a particular instance, then a 'light smack' is just not going to do it - I don't believe that you won't resort to something more than a 'light smack'.

I could blog all day about non-violent behaviour management (or 'positive guidance') methods. Suffice it to say that if teachers (early childhood and school) can manage behaviour by using non-violent techniques (which they must and do), then parents can learn some of the same methods.

So, good on Sue Bradford for keeping onto this.

It's really fascinating to watch the actions of a pre-verbal child, notice some repeated action and recognise a possible significance of it for them. Then you have the chance to respond with a follow-up action which may make a meaningful link for them, or help them achieve a goal.

This morning G(19 months) and I were in the sandpit at playcentre. After sorting out spades and some little tractors, G commenced to dig at the sand. A few minutes later I noticed her sitting in the sand making a repeated action. She was tipping sand from her spade into a little pile, and tapping the pile flat with the back of the spade. This seemed very familiar, and after a minute I realised that she might be reinacting the action you make when tamping down the sand in a bucket for a sand-castle. A hasty search around found some buckets, we filled one (tamped with the appropriate action) and turned it out. From her face, G was certainly pleased with this outcome - and she responded to a fresh sand-castle in time-honoured toddler fashion!

There is, of course, a sense of satisfaction in this glimpse into the child's mind and the feeling that you have helped them achieve a goal. What strikes me more on this occasion is that this is the first time that I have made a sand-castle with G. So she is bringing an experience she has of sand from home. She is making a connection between her life outside, and within, this new care relationship. Building (and knocking down) sand castles is a pretty common activity in Kiwi culture. In terms of our relationship, it is something that she brought, and an experience which we now share together.

Sandpit of the week

I have a couple of sandpits in mind that I'm going to get out and photograph soonish. But in the meantime, here's our local 'big sandpit' (aka, a beach). In some of the hot weather lately we've been getting out to this beach, and it has sometimes been as crowded as it looks in the photo! One unlooked for bonus (!!) is that not only do you get to play in the sand and the sea, you also get your exercise from having to walk a mile from your carpark!

Gearing up for the MEd

It's orientation time at Victoria University, and I have been to two postgraduate orientation talks in the last two days. Yesterday's one had wine, and today's had lunch, so this is not as reckless as it sounds. Anyway, having enrolled, and paid, the starting of the Masters is looming large. I have to admit that it's feeling a bit daunting - but 'exciting daunting' at this stage, so still keeping it together.

I have a book of readings for one of my courses (which is a first half course), and met the lecturer today. He has also given us work to do at home for the next two weeks, so it's 'heads down' from now on. The other paper (a full year one) doesn't start for a few weeks.

I took the two Little Kids to this mornings meeting. Fortunately I had Bern to help me as he was also going (he's starting a PhD). They made themselves quite at home - there was plenty of room for them to explore. I think that having children around must remind people why they are studying education in the first place.