About Me

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Early childhood education has been my life for over 30 years. I have taught all age groups from infants to 5-year-olds. I was a director for five years in the 1980s, but I returned to the classroom 22 years ago. My passion is watching the ways children explore and discover their world. In the classroom, everything starts with the reciprocal relationships between adults and children and between the children themselves. With that in mind, I plan and set up activities. But that is just the beginning. What actually happens is a flow that includes my efforts to invite, respond and support children's interface with those activities and with others in the room. Oh yeh, and along the way, the children change the activities to suit their own inventiveness and creativity. Now the processes become reciprocal with the children doing the inviting, responding and supporting. Young children are the best learners and teachers. I am truly fortunate to be a part of their journey.

Saturday, November 8, 2014


I write almost exclusively about life around the sand and water table in my classroom.  Permit me to deviate to show you what transpired in my large muscle area a few weeks ago.  Believe it or not, it has to do with cardboard boxes and duct tape.

I have dedicated a 6' X 12' area in my room for large muscle play so that type of play is always available to the children.  I change the area every two weeks so children work on all types of motor---and social---development.

Here are two examples.  On the left are Stepping Stones and on the right are trampolines.  The Stepping Stones accommodate many children and foster many types of group play.  The trampolines do not accommodate so many children but do foster turn-taking.

A few weeks ago, a program in another part of our building received some new toy shelves that came in big boxes.  Since everybody in the building knows I love boxes, they offered them to me. I gladly accepted and proceeded to set them up in the large muscle area.  Over the course of three weeks, I strung five big boxes together.  (There are six if you count the periscope box that allows the children to peek into box 4 and vice versa.)

I started with boxes 1, 2 and 3.  I decided to orient them horizontally.  I was afraid if I oriented them vertically, they would be unstable and could be prone to tipping.

For the first three boxes, only doors are on the sides and ends and only windows are on the top.  I will be totally truthful: I did not do that consciously.  The result, though, was fantastic.  To enter the boxes, the children had to get down on their hands and knees to crawl in.  That meant they were horizontal.

When the children went vertical, their heads popped out.

When I added box 4, I cut a window on the side of the box.  Notice it is at the same level as the top of the horizontal boxes.  This was a conscious decision because I did want the children to be able to look out of the vertical box.  (I no longer needed to worry about the vertical box tipping because it was duct taped to the other boxes.)

On the inside, I connected the boxes with doorways and windows so the children could crawl and climb through and between the boxes.  I taped the openings together so the boxes were all connected giving the whole structure a lot of stability.

One of the great features of the "fort" was that it provided enclosed spaces where the children could be away from the adults.
Maybe that is something they need and crave.

Whether or not they need or crave spaces away from adults, they are masters at exploring the spaces offered to them.  Below you can see a video of the children crawling in and out of the boxes.  Notice the child on the left tries to negotiate his way into that box with a child who seems to be the gatekeeper.  In the middle box, one child enters and then two different children exit.

What you did not see were the three different children exiting the boxes from the right.  That makes at least eight children in the boxes.  How many more were there?  I do not know.  It is, after all, their space to be away from the adults.

There was clearly a lot of large motor activity in the last clip.  What was harder to see was the nonverbal negotiation of space that was happening inside the boxes.  You got a glimpse of it as the child negotiated his way into the box on the left.

That is just one type of social interaction fostered by the fort.  There were plenty more, but let's look at one more. The video shows children creating a little game of referencing each other as their heads pop in and out of the boxes.  

You may have heard me chuckle during the clip.  I have shared the video with the parents and some colleagues and inevitably the video elicits smiles all around.

This little game the children created turned out to be significant.  The two girls had played together before, but the boy was not part of their play.  The following class, all three sought each other out for play.  

It now becomes very interesting to consider how the features of a structure and the children's actions combine to foster relationships.  And will those relationships be sustained over time?  Will new structures with different features change the relationships as the children act upon them?  If they do change, then in what way will they change?


  1. I am planning to use this post as a provocation next week when we plan our next units with our early childhood teams. Our focus will be on extending learning engagements based on careful observation, documentation and clear intentions. What a brilliant model. Thanks Tom

    1. Thank you for you kind words. I took 199 pictures and videos of children playing in and around the box over the course of three weeks. I was fascinated how they appropriated it and the multiple uses they found for it. I would love to hear how it works out as a provocation. Thanks again Layla