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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, August 19, 2017

Boxes in boxes

If you have been reading this blog for awhile, you know that I like cardboard boxes.  For me, when you have multiple boxes, there is no end as to how they can be configured.  I made the following apparatus from four cardboard boxes.  
I constructed this "boxes in boxes" apparatus using a large box (#1) as the base. In one corner of the base, I completely embedded a square-topped box(#2).  I partially embedded another relatively large box(#3) on a vertical into the base box.  To complete the apparatus, I added a narrow channel box(#4) on top of the base that continued on through box #3.

Here are the four boxes before I started to build the apparatus.  They are all different sizes and shapes.

I first embedded and taped box #2 inside one corner of the base box.  I set box #3 on the vertical and decided to partially embed it inside the base box.  Why did I embed this box only partially into the base?  My thought was to leave a little more space on top of box #1 to offer more area for the children to play on that level.   I left the portion of box #3 facing out completely open so the children could have easy access into that box.


I next set the channel box (#4) on top of the base box.  Since it was as long as the base box, I cut a hole in box #3 so it ran through box #3.  For structural integrity, I added a cardboard wall (#5) inside the opening of the base box underneath the channel box.  I also left the flap on the base box so I could tape it down to the table for stability.


Here is a view from the other side of the apparatus.  I cut all the flaps but the bottom flap to give the children a big space in which to operate inside that box.  I left the bottom flap on because, like on the other side, I wanted to tape it down to the table for stability. Because box #3 is on the vertical, it is higher than the base box.  And since the channel box(#4) rests on the base box on the outside, it almost seems like it hangs in the air on the inside of box #3.

One of the more interesting spaces for the children in this apparatus was the square-top box embedded in the corner of the base box.  Because children like to fill containers, this box offered them a container that they could fill.
The reason that is significant is that it gave the children foundational experiences with volume.  As the children added corn to the box, the level continued to rise until it was full.  And with a full box, they tested how far they could bury their hands in the box.

This apparatus offered children a complex variety of spaces on multiple levels for their operations.  Please note that the boxes could have been put together in any number of ways.  On the day I built it, this is how it came together.   

If you build, I would encourage you to think inside, outside and around the boxes.  Creating rich spaces for the children to explore lays the foundation for learning not only in math but in all the domains.


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