What do we do instead of a “follow-up” or “extension of
learning”? Well in one simple single word using four letters, we: PLAN. We plan for teaching and learning. We plan for possibilities. Writing about
planning is not something that can occur in a blog article. That’s a whole
freaking book…
Follow-ups have been big
discussions on Facebook groups as well as the bigger Australian early childhood education community.
On Facebook groups there are so many requests for extension ideas for activities …
Brian was interested in painting today. What extension activities can I do for
this interest?
Well Brian was painting with brushes at the
easel. He was busy exploring the paint: how the colours mixed upon the paper. How they blended in to each other and how they created, like magic new
colours. It wasn’t an instant colour change - there were streaks of this colour
and streaks of that colour and then somewhere in the middle a mixing and a
muddling into a new colour. A colour that Brian had never before seen before
much less made himself.
Brian was learning how to turn and swirl the brush to move the bristles. He was learning that the changes of pressure from his hand changed the way the paint worked upon the paper. He learned that he could control his hand this way and that. He was learning that there was cause and effect in the world of painting. He learned that he had to share the paints with Tammy who was on the other side of the easel sharing the same pots of paint. Brian was learning.
Brian was painting, but Brian was doing so much more than this.
On the very surface Brian was painting. Really though, Brian was learning so very much about colour, texture, pressure, transformation, creativity, social skills, fine motor skills and the power of his hands to create and explore his world.
Brian was learning how to turn and swirl the brush to move the bristles. He was learning that the changes of pressure from his hand changed the way the paint worked upon the paper. He learned that he could control his hand this way and that. He was learning that there was cause and effect in the world of painting. He learned that he had to share the paints with Tammy who was on the other side of the easel sharing the same pots of paint. Brian was learning.
Brian was painting, but Brian was doing so much more than this.
On the very surface Brian was painting. Really though, Brian was learning so very much about colour, texture, pressure, transformation, creativity, social skills, fine motor skills and the power of his hands to create and explore his world.
There seems to be a great deal of confusion about what learning is; what interests are and what the role they play in children's learning.
Interests are a vehicle educators can use to support children's learning.
Interests are a vehicle educators can use to support children's learning.
An observation is merely a moment in time. It is a small
snapshot of a child engaged in playing, growing, learning, being, becoming. It
is not the ultimate definition of a child. It is not the be-all and end-all of that
child. It is a moment in time. A child engaged in play, in a moment is not necessarily a child engaged in a true interest. It may be a child engaged in a passing interest, a superficial interest but not a deep genuine interest.
Educators are being told they need to extend the interest, to plan for the interest. So they extend the interest. It doesn't matter that the interest was a once off moment in time. It doesn't matter that the surface interest really has nothing to do with the learning or possibly the true interest. The powers that be say extend the interests, plan for the interest, so that's what we do.
I wonder if educator's go for the interest because it's easier to research and support. I wonder though, do educator's go down the path of interest because its more tangible to share with their leaders and supervisors.
Educators are being told they need to extend the interest, to plan for the interest. So they extend the interest. It doesn't matter that the interest was a once off moment in time. It doesn't matter that the surface interest really has nothing to do with the learning or possibly the true interest. The powers that be say extend the interests, plan for the interest, so that's what we do.
I wonder if educator's go for the interest because it's easier to research and support. I wonder though, do educator's go down the path of interest because its more tangible to share with their leaders and supervisors.
We have to plan something right? We have to do
something to show that we are being responsible and maintaining the cycle.
Let’s return to Brian.
Brian is learning. If we go and implement all these extension
activities based upon what we think Brian was interested in .. We go from easel painting to sponge painting to car painting. We completely rob Brian of the time and opportunity and resources to
continue on his self-directed learning path of painting with brushes at the easel. The
assumptions that are made around the National Quality Standard and the planning cycle are robbing Brian, robbing all the
Brians of their real self-driven learning.
How do we support Brian?
How do we plan for Brian?
Well, I would hope that easel painting would be a core element of our learning environments. I would hope that there were a wide selection of paints out each and every single day.
I would love to see thin brushes and thick brushes in pots or in re-purposed glass jars. I’d love to see painting at a table as well as the easel. On big paper and small paper with collage bits and pieces available - all freely. We could change the tone of the paints by adding white or adding black. We could make paints up with the children - long after Brian’s had his unhindered time to explore.
We could mix the paints in jars and give them made up names that have meaning for Brian and his peers. We could write those names onto masking tape and stick them to the jars. We could create a colour wheel using the paints in the store room. You could buy artists acrylics and water colours and mix authentic colours and compare the quality of the paints we use in children’s services to the quality of paint that artists use. We could explore the notion that children deserve artists paints to use in their art making.
How do we plan for Brian?
Well, I would hope that easel painting would be a core element of our learning environments. I would hope that there were a wide selection of paints out each and every single day.
I would love to see thin brushes and thick brushes in pots or in re-purposed glass jars. I’d love to see painting at a table as well as the easel. On big paper and small paper with collage bits and pieces available - all freely. We could change the tone of the paints by adding white or adding black. We could make paints up with the children - long after Brian’s had his unhindered time to explore.
We could mix the paints in jars and give them made up names that have meaning for Brian and his peers. We could write those names onto masking tape and stick them to the jars. We could create a colour wheel using the paints in the store room. You could buy artists acrylics and water colours and mix authentic colours and compare the quality of the paints we use in children’s services to the quality of paint that artists use. We could explore the notion that children deserve artists paints to use in their art making.
We could explore the great artists - both historic and contemporary. We could
do all of this - AFTER - we give Brian the time to learn to be a painter in
his own right. Brian is three years old - THREE.
Give Brian time.
Give Brian resources.
Give Brian our time.
Give Brian us.
Use our teaching skills to support Brian, all the Brians… Draw Brian's attention to what he has done … Give Brian the creative language that he may otherwise not have.
In fact if we don't have the language of art on the tip of our tongues - that should be our “follow-up” or our “extension of learning” …
We should go and teach ourselves the language of art … tones, shades, colours beyond red, blue, yellow, green … learn about magenta and chartreuse and teal.
Give Brian time.
Give Brian resources.
Give Brian our time.
Give Brian us.
Use our teaching skills to support Brian, all the Brians… Draw Brian's attention to what he has done … Give Brian the creative language that he may otherwise not have.
In fact if we don't have the language of art on the tip of our tongues - that should be our “follow-up” or our “extension of learning” …
We should go and teach ourselves the language of art … tones, shades, colours beyond red, blue, yellow, green … learn about magenta and chartreuse and teal.
Please don’t rob Brian of his learning.
Let Brian be.
Let him learn.
Support him with our teaching skills.
Don’t distract him or redirect him away from his learning with novelty painting sourced from the internet.
Support Brian to be the artist Brian was meant to be.
Support Brian with art, through art.
Let Brian be.
Let him learn.
Support him with our teaching skills.
Don’t distract him or redirect him away from his learning with novelty painting sourced from the internet.
Support Brian to be the artist Brian was meant to be.
Support Brian with art, through art.
© Teacher's Ink. 2019 All Rights Reserved
Original: 25/03/2016Updated: 15/03/2019
Original: 25/03/2016Updated: 15/03/2019