WHY BUILD PART 3

In the next month, I will be doing two conference presentations.   Because it takes me a long time to finish an original post, I will repost a few posts over the next few weeks that I wrote more than two years ago after another early childhood professional asked me the question: Why do I build?  I revisit them because they will also help me prepare for the second conference, which is a keynote presentation for the 15th Annual Launching into Literacy and Math Conference in Madison, Wisconsin at Madison College(MATC Truax) on February 7th.  This third repost emerges from discussions from a Reggio-inspired book study that examined how children create dialogue with and meaning from spaces they explore and inhabit.

Friday, September 21, 2012

I was asked last spring by another early childhood professional why do I build apparatus for the sensory table.  That question was a lot more thought provoking than I had anticipated.  I have been mulling over the answer here and here.  In the the first post, I stated that early in my career children demonstrated their need to transport what was in the sensory table out of the table.  I began to build apparatus so children could continually find ways to constructively transport.  An added benefit was that the children, given the chance to transport constructively, demonstrated an ability to regulate their own behavior.  In the second post, I said that children created and recreated operations such as digging and pouring that harken back to a time when our survival as a species depended on such operations. I postulated that those fundamental/primal operations are in our DNA and need to be expressed.

This summer, I started to participate in a book study through the  Reggio-Inspired Network of Minnesota.  The book study used the Reggio publication entitled: dialogues with places.  The book examines how the children use all their senses and their whole bodies to investigate space and reflects on how children subsequently make meaning of a place through those investigations. Because their investigations were always new and fresh, it was not unusual for them to pick up on features such as holes in the ceiling or cracks in the floor that adults simply ignore. For the children, though, those were important features to animate.  Those were important features that were "invitations" for the children to enter into a dialogue with the place and to ultimately create meaning.

For me, the sensory table is such a place.  It is a place in which children enter into a dialogue with the apparatus.  It is a place in which children find those "cracks" and "holes" from which they ultimately create meaning.  It is a place in which they use all their senses and their whole body to investigate.

They investigate spaces with their eyes.

  

 With their hands

With their arms

Even if the child cannot see the space he is exploring

And even through barriers

They investigate spaces with their heads

With their heads and torsos

With their whole body by climbing on

Or into

Or even lying next to

And they will always find that feature an adult would rarely notice

In the Reggio book, places have "form, energy, and rhythm."  At the sensory table, each apparatus has the same.  The form, energy, and rhythm that emerge will look different as each child---alone and with others---creates a dialogue with the apparatus.  That is exciting and creates multiple opportunities to make meaning out of space. Since children are master explorers, there is no end to the process.  So I continue to build apparatus for the children to investigate and make meaning out of new and intriguing spaces.
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