IS THAT ALLOWED?

My last post brought to the fore a question I often ask myself: Is that allowed?  To be honest, it is also a question my colleagues often ask me. When I look over pictures and videos taken over the last year, I see many instances where the question is front and center.

Is it OK to use a knife?

It is if he needs it to leverage the ice out of the container.  That even includes how he might use it when creating a new and novel ways to achieve his goal.

Is it OK to use an over-the-head, roundhouse swing of the hammer?

It is if he needs to use some serious force to break the ice.  Of course, sometimes a gentle tap is enough, but how else will he learn the difference?

Is it OK to put a clothespin in your mouth?

It is if that is his way to learn the mechanical principles of the clothespin.  (After the child in the video used his mouth to work the clothespin, he was able to transfer that mechanical knowledge to his hands.)

Is it OK to put sand on the floor?

It is if that is the by-product of filling your containers.  How else will he know what is full and what is not?  Besides, he has the broom and dust pan ready to sweep up when he is done.  

Is it OK to put sand on a table?

It is if his intention is to sweep it back into the sensory table.  (This boy dumped the white sand onto the table with the dust pan.  Instead of jumping in and saying no, don't put it on the table, I asked him what he was doing.  He did not say a thing, but proceeded to use the broom to sweep the sand into the little sensory table.  That was his intention all along.)

Is it OK to squirt water out of the sensory table onto the floor?

It is if they are experimenting with hydraulics, water pressure, and pumps.  The only way to stop this activity would be to take away the pumps(basters).  That was not going to happen because there was too much learning underway.  Besides, who can resist those smiles?

Is it OK to climb into the hopper tub at the end of the sensory table?

It is if he needs to explore a novel perspective on how the funnel works.  Though funnels were used on top of the tube, this fellow climbed into the tub and held the funnel to the bottom of the tube.  As he regulates the flow of sand, he queries: "What's happening?"

Is it OK to climb up on the lip of the sensory table?

It is if she has to reach up high enough to pour the pellets down the box incline.  Also, it is if she wants to increase her stretching and balancing skills.

Is it OK to climb into the apparatus?

It is if he wants to get as close to the action as possible.

Is it OK to climb on the apparatus?

That is a little more dicey.  I stayed close on this one.  I am glad I let the girl explore the apparatus with her whole body.  To understand why, reference this previous post.  By the way, I was also glad nobody else copied her.

Is that allowed?  I find myself asking that all the time.  I could set rules at the outset, but the truth is I do not know how the children will interface with any given apparatus.  And besides, I am rule adverse.  Rules tend to limit interaction and exploration.  By allowing more interaction and exploration, the children are discovering for themselves what is allowed.  As a consequence, I intervene less.  As a consequence, they develop more self-control.

Does that mean anything goes?  No.  So much of what is allowed  depends on the focus of the child.  If the focus is locked-in on the activity, I hold that sacred.  That is the wellspring of learning.