"It's Our Plan"

I watched two boys - good friends - working together in the writing center. They were intently working on a piece of paper together. One would draw and pass it over to the other. He would draw and pass it back.

This happened a couple of times - back and forth. Sometimes they both drew at the same time. They were talking quietly together as they worked and watched. They grabbed another piece of paper and continued on.

I saw them gesture to parts of the drawing as they reviewed and discussed it. I didn't intrude on the discussion or hear what was said.

I moved to other parts of the room. When I noticed them again, they had moved to the dramatic play center. We had our gardening materials out.

They donned gloves (avoiding the pink ones pointedly). They "dug" on the floor, arranged flowers and plants in designs. They even snagged the block bin as part of their garden.

I moved to other parts of the room. Later I saw them back at the writing table. It's not unusual to see young children move back and forth around the room. Usually these guys stick with something for a while and then don't return but each day is its own adventure.

I wandered back over to check it out. One boy noticed me: "It's our plan," he explained. I nodded. Plans are often drawn in my classroom. The boys finished and moved to put their paper in the "take home" area. Then they were back at the garden.

All of a sudden it hit me. I walked over to where they were working. One went to look at the paper and then came back. "You were drawing the plans for your garden?" I asked.

"Yeah," they said and continued working. Like it was no big deal. And perhaps it wasn't.

Except that it was. These boys were using marks on a page as symbols of what they wanted to do. They were using writing with meaning and purpose. They were also formulating a plan and carrying it out. They were working together to accomplish a task (and to make a plan). They were practicing important skills...life skills.

And they did it all on their own. No one suggested they do this. The writing center and the dramatic play center are not even that close together in the room.

Play builds life skills. And kids don't need me to tell them that.

Gardening Dramatic Play

I love dramatic play activities. I have had groups that loved dramatic play and regularly created elaborate scenarios. Some groups have been uninterested in much of dramatic play. And some groups dabble in it and enjoy most playing with the dishes and dolls.

Dramatic play activities are so versatile and so full of learning possibilities. Kids can explore literacy and math concepts. They can try on various social roles. They can explore social studies by playing out store or family or firefighters or office or gym. They can pretend to drive or travel. They can cook and eat real or pretend foods. They can use their imaginations and create narratives and develop their abstract thinking.

And they can have fun!

One of my more "dramatic" groups constantly challenged me to provide different resources for them to use and explore. And their levels of imagination always amazed me. One activity they enjoyed (and I've used several time since) is gardening play.

We had pretend (and real) tools, a few flower pots, some seed packets, gardening gloves, green chenille stems, and tissue paper. They used the tissue paper to create flowers and plants.

But I watched as they cultivated the "ground" with their tools and planted seeds.

They tended plants and picked them at the appropriate time.

This play - coupled with related books and other experiences with plants - is great for thinking about the natural world and the life cycle of plants (and maybe insects).

You could add some cut flowers or vegetables (like carrots and cucumbers). Or add pumpkins, acorns, and leaves for more fall-related play.

A scale, baskets, and play money could create a farmers market or add vases and play money for a flower shop.

Never underestimate the power of imagination and the power of play.

Developing Imagination

from "Why I'm Bringing the Play Kitchen Back to First Grade" (First Grader...At Last!)

Sarah is bringing a play kitchen into her first grade class. She explains how that will be a good thing for her students. 

What old or new thing can you bring into your classroom? How will a new play experience impact learning?

Dramatic Play Builds Literacy

"Why Play Pretend When We're Building Readers?"

"When children play pretend, they are making this same cerebral leap. A block can be a phone. A rag can be a baby. A rock can be a key fob.

And marks on a page can be a story."

Dramatic play builds foundations for understanding print - for reading and writing.

Let's pretend!

Check out my related post Not Literacy?.

Inspiration from the Blogosphere: Dramatic Play

Our kids love to play in our dramatic play center. They can try out different roles and use different tools. They can begin to understand how to relate to others in different ways. They can pretend and play.

Recently I posted about some ideas for repurposing different materials to use in dramatic play:

Repurposing Dramatic Play (Pre-K and K Sharing)

Here are some other ideas for dramatic play---

Camping (Pre-K and K Sharing)

Driving the Car (Brick by Brick)

Gym (Brick by Brick)

Bookstore (Brick by Brick)

Baby Nursery (Pre-K Pages)

Eye Doctor (Pre-K Pages)

Office (Teach Preschool)

Pizza Shop (Prekinders)

Post Office (Prekinders)

What are some of your favorite dramatic play activities?

(Check out my Dramatic Play Pinterest Board for more ideas - or suggest something I could pin there!)

Favorite Things: Chenille Stem Fish

This week we used again one of my favorite things - chenille stem fish.

We've always enjoyed using a fishing pole made of a dowel rod, yarn/string, and a magnet. We would catch construction paper fish with a paper clip. (I always put tape around the clip so it won't come off. That's a disappointing catch!)

But a few years ago, I saw the idea for chenille stem fish on Inner Child Fun. I think I literally slapped my forehead. What a great idea!

The chenille stems have wire inside so they're magnetic. The fish I used were formed by some of my kindergartners in the past. The girls that played this game enjoyed catching and releasing the fish several times.

Of course, we had a tackle box with plastic "bait" (frogs, snakes, lizards). We had a "real" fishing net. We had a basket to hold our catch before releasing it. We had a few paper fish, too.

But we love those chenille stem fish. I can reform them at any time. Or add a few stems for the kids to make more fish. And we can catch them by the tail or in the middle - not just at the mouth!

My "fishergirls" had great fun! (That's what one of them called herself.)

5 Ways to Use a Colander

One day, among the dollar shelves in Target, I found a colander. I grabbed it; after all, who knows what you could use it for in the classroom. (I only seem to buy these types of things for my classroom, not for the "real" use.)

Here are five ways to use a colander in your classroom.

1. Use it in the home center.

Of course, we added the colander with our other "extra" cooking items. We have some play dishes that we use all the time. But sometimes we add additional items to enhance our cooking play.

2. Use it in your water play.

We love to play in the water. We use measuring cups and bowls and other things to scoop and pour water. Often we will add the colander - to make rain, of course.

3. Build with it.

Add it and a few other kitchen items in the blocks center. Kids can explore how to incorporate them in their structures.

Raid Your Kitchen to Build


4. Explore sculpture with chenille stems.

Chenille stems will fit perfectly in the holes of the colander. When I offered these to my kids, they didn't use them in the expected way. They created other types of structures and sculptures with blocks, too.

"Can We Use These?"

Colander Sculpture (TinkerLab)


5. Sift sand.

I found smaller versions of a colander to use with our sand play. But the larger one would be fun, too. This is sort of like the "real use" of a colander. However, kids would still love doing it.

New Tool from the Dollar Store


Now that I'm thinking about colanders, I'm wondering about pouring paint in it and letting it drip onto paper...or pressing play dough into the holes to make designs...or maybe sewing through the holes with yarn and plastic needles...or....

How have you used colanders in your classroom?

Literacy Can Be Play, Too

I think that play is the best way for kids to explore, discover, and learn. Sometimes we forget that literacy can be play, too. Or that the best way to explore and build literacy skills is to add opportunities for reading, writing, and alphabet exploration to our play experiences.

Here are some examples in my church kindergarten class this week--

As we explore moving pompoms with chopsticks, we can look at a chart of words written in different languages. Or we can explore a book written in Chinese. Looking at words in other languages helps kids understand that writing and print is meaningful and that people communicate in different ways.

We were spelling words at the large magnet board. We had magnet sticks, too, to explore and discover. Some kids experimented with creating letters with the sticks. This encourages kids to think about letter shapes and communicating through writing.

I often add books and other reading material to different centers or activities. This week we were playing in the home center. The girls turned pages in the Bibles and wanted to find stories that we had read in the past. They were connecting the stories they had heard to written text, connecting themselves to words.

Other ways we add in a little literacy:

• Add pencils, paper, and clipboards to any activity.
• Post a sign with key words or a statement about what we are learning.
• Provide access to writing materials at all times. Kids can pull in writing when they choose.
• Lay books and other reference materials nearby. Or set up a reading nook where kids can always explore the written word.
• Offer a writing center each week. Our kids always have opportunities to draw and write.

Check out this post I did for Pre-K Pages that incorporates literacy play and eye doctor dramatic play.

Other recent posts about literacy play:

Writing with Bamboo Pens

Painting with Oil

Literacy by Choice

And a classic from several years ago: Not Literacy?

Literacy by Choice

A few years ago I posted about a school that took out all the play kitchens because those things didn't support literacy. Something that happened recently in my church kindergarten class reminded me of that post and of the fallacy behind that thinking.

In our play kitchen, I put aprons and placemats and menus. I added a few signs on the walls about good food to eat (and I added a Diner sign). I placed a couple of notepads and pencils. My thoughts? Kids could play out restaurant if they chose. (Of course, they can push aside my ideas and do something else completely.)

Two girls were playing in the center, taking phone orders and cooking and hoping for customers. Then I noticed one girl standing near the wall; the other girl joined her to see what was happening.

I saw the girl writing on the notepad and talking to the other girl. I thought it was just part of the ongoing play in the center.

Later the girl brought me her pad and asked, "What does this say?"

I read the words to her. She had been carefully copying the letters and words she saw on one of the signs. (The other letters are part of another sign, too.)

No one said to write words or even notice them. No one pushed for writing letters or writing at all. The opportunity to write was there (notepads and pencils). Words were around (the signs). She chose to explore writing them.

And you'll note on that page that there are squiggly lines, too. Those are orders that she took down. I know, not readable text. But she is making the connection between writing, meaning, and real life. That's an important literacy concept, too.

Because of the nature of our church class, I don't do heavy duty literacy instruction. But books and pencils and paper and words are always around. We write our names often on artwork or other materials we are using. We draw and print and explore different writing materials. Pads or clipboards of paper or dry erase boards are added to centers.

Literacy opportunities are all around. Allowing kids to explore and choose can be a valuable way to reinforce other instruction. I worry about those classrooms (and the kids in them) that take out kitchens or blocks or open-ended exploration materials. They are missing important ways to teach all kinds of concepts, literacy and otherwise. (And not just for little kids. Bigger kids, too.)

Practicing Care

This year's group of kids seems to love playing with the baby dolls. If we just have the basics or more elaborate play, they just love it.

Every year kids enjoy the dolls. They are some of our favorite things.

But this group is really enjoying using the dolls. If we have only 1 or 2 out, they will ask for all of them.

As I watch my kids use and play with the dolls, I notice that they are practicing being caring. They carefully wrap them in blankets. They carry them close from place to place. They feed them and change the clothes to something more "suitable" (as defined by the current parent).

Practicing ways to care for someone else is important. Dolls don't care if you drop them on the floor or hit their heads on the wall. Dolls don't care if you forget about them for a little while so you can paint a picture or play a game.

But kids can show concern for the dolls. They can think about needs and ways to meet them. They can begin to think beyond themselves.

Dolls may not be "real" but the skills they develop certainly are.

The P Word

This summer I'm reading and commenting on the book What If Everybody Understood Child Development? by Rae Pica.

Chapter 13: "Play" Is Not a Four-Letter Word

"He's just playing."

"Quit that playing. Do something productive."

"Be serious. Stop playing."

Maybe you've heard phrases like these in adult interactions. Maybe even in connection with preschoolers and children.

Kids are born to play. Play is their job, their occupation.

If that's so, why are so many adults trying to do something else with them?

In this chapter, Rae Pica looks at the push for achievement and accomplishment at the expense of play. "Got to get those kids ready for the real world." But isn't the real world all about problem-solving and exploring solutions? Isn't it about thinking and assessing and doing? All of those things are related to play, especially for younger children.

Rae writes regarding play: "Among the social skills learned are the ability to share, cooperate, negotiate, compromise, make and revise rules, and to take the perspectives of others." Play also helps develop problem-solving, helps kids deal with stress and cope with fears, and develop literacy, math, and creative skills. And much more.

In schools today, adults often tell kids how to use materials or what exactly to do. Too often in my church classroom, a kindergartner will walk up and ask: "What do we do here?" My current response to this: "Look at the materials. What do you think you could do?"

I set up situations and materials in my classroom to suggest ways kids may play, work, and interact. But they should explore and experiment on their own. Recently I set up chairs and a steering wheel as a car. Kids began to drive to various locations and negotiate where to sit. The vehicle needed to be expanded, so we added a couple of chairs. Eventually our vehicle was a large van or bus, allowing seven kids to riding and play at the same time. (The doll made an eighth passenger.) 

Kids played out various roles. They used conversation skills. They challenged preconceived ideas. ("A girl is driving?") They discussed any minor conflicts that arose...and involved me when they felt it may be needed. ("Mr. Scott, they are making the baby pee out of the window.")

Play is so important. True play, not directed or orchestrated by adults, is the way that children truly work out their understandings about the world. 

And, as Rae says: "I shouldn't have to defend play for children any more than I should have to defend their eating, sleeping, and breathing."

Some links from the book---

• The Decline of Play (TEDx Talk)
• The Critical Need for Fantasy Play
• Why Children Need Different Types of Play
• American Association for the Child's Right to Play

And a few more---

• Creativity = Time + Permission
• Not Literacy?
• "They Seem Baffled"
• Why Play Pretend When We're Trying to Build Readers?

Mix It Up

Things in our church kindergarten class are pretty "loose." By that I do not mean that kids can do whatever they want, whenever they want, however they want, with no boundaries or respect for others.

What I do mean is that kids can explore their own ideas and try new things, things that I may not have expected but will encourage.

Recently we mixed up our class arrangement. We used a table on its side for a puppet stage, so the other things in the room were changed around a little. A table that usually spends time in the middle of the room (the twin of the puppet stage table) went to a wall. And our blocks, usually along that wall, came to the middle of the room.

This group of kids we have seem to love something new. It doesn't matter what that thing is (usually) as long as it's new.

Our puppet area definitely gained some attention. I had some pictures on sticks along with paper, scissors, markers, tape, and sticks for them to make their own puppets, too.

A few kids experimented with this new idea. They used the stage sparingly and then moved on.

A little later, a couple of boys decided to try and balance the foam cubes from the blocks area on the puppet stage table. I think at first it was just a balancing experiment, but then they began to really enjoy the process.

Then the blocks on the puppet stage became a castle. Puppets were retrieved; others were made. And the activity took on a whole new life.

I love it when kids can mix it up. They took something from one place and remixed it into another space to create an idea that no one had before. (Well, at least in our classroom at that moment, no one had it.)

Allowing things to travel is an important part of the classroom environment. Everything doesn't move to a new space every week. And if it seems like we're just making a mess, things move back to their "home base." But allowing some exploration and movement of materials can yield some great results.

Even a castle on a table's edge.

Loud Doll Play

Dolls in bunk beds

The other day in my church kindergarten class, I said something that I haven't said before. At least I cannot remember saying it before.

"Boys, the doll play is too loud."

A group of boys were playing with the dolls in lots of different ways. And things kept getting louder and louder until it was too loud.

As I reflected later and laughed at saying this, I realized that this statement reflects a lot of our expectations in the classroom.

1. Materials should be flexible and able to be used in different ways. The dolls have been used in lots of ways before. But these boys were exploring different ways to use the dolls. After all, we don't often have the dolls sleeping in bunk beds.

2. Imagination and new ideas (the kids' usually but mine sometimes) are crucial in learning. I walked over to the play at one moment. The plastic placemats were folded and lying on the table. The boys were pushing the dolls' faces into the placemats. "Tell me what is happening," I said (extremely curious and a little concerned). "The babies are eating cheese," they explained.

3. Choice is important. The boys dominated play with the dolls on this particular day. Other times, the girls are using the dolls and boys are elsewhere. Sometimes boys and girls work together. Other times they are completely separate (at their own choice). Some children play independently; others are moving to wherever a group congregates. Interest and preference leads kids to choose what to do.

4. Who you are doesn't limit what you can do. Boys and girls all use dolls, tools, cars, pencils, books, paint, and puzzles equally. All the kids move to dramatic play activities, art activities, construction activities.

5. Each person is responsible for his or her actions. I don't mind loud. I don't mind messy. But if a child snips paper and creates a lot of scraps, that child is responsible for cleaning up those scraps. If play gets too loud, the kids are responsible for adjusting play or changing play to modify the sound level (and not disturb others in and outside the classroom).

The doll play settled down. Still a little rowdy. Still a little loud (but not too loud). And, eventually, quieted to reading books together.

Reading together

That's why I love being in an early childhood classroom. Things are fluid. Things are always moving. And I am always learning new ways to use familiar stuff.

Sometimes I think I learn as much (or more) than they do.

Gym Surprise

We were planning what to do the other day. Mrs. Cindy read an activity in our curriculum guide: Set up a gym. I thought about our kids and what I "knew" in general. I announced, "We can do that if we want. But I'm not sure they are going to be engaged for long."

We put out some hand weights, a jump rope, a stretching thing, some exercise circles, and a couple of beanbags (for balancing). I made a tape line for balancing, too. We spread a towel "mat" on the floor and added a gym sign.

The kids that came in first immediately began to lift the hand weights. They showed their muscles. They lifted weights up and down and did a few curls, too.

When I pointed out the tape line, they walked along with it, with weights and without them.

They investigated the other items, too. Kids would move into and out of this area all morning.

Then a boy used the tape line and made his own obstacle course. As he and his friend walked through the course, they kept modifying it and experimenting with it.

This activity was an unqualified success. I thought of a couple of other items that could be added next time we try this. They loved it.

Kids continue to surprise me and teach me. Mostly they teach me not to assume I know anything about what will happen when kids have a chance to explore...anything.