“We are and we need to be convinced of this - in an ecosystem... Our organism, our morality, our culture, our feelings are connected to the environment, to the universe, to the world. And therein lies the web of our life”
- Loris Malaguzzi
Dialogue with Place has taken our children, teachers, and school community on a wonderful learning journey of rich deep inquiry and collaboration. What did the teachers as well as the children feel important about ‘Place’?
This was the beginning of our project, and the question that ignited the different pathways classes took. Through observation, listening, being present and slowing down to enable ideas to grow, the children and teachers became researchers together, forming a profound bond with their place, unearthing its hidden treasures, and celebrating its rich stories.
I kept reflecting throughout this year’s project on Tūrangawaewae, one of the most well-known and powerful Māori concepts, tūranga (standing place), and waewae (feet). It is often translated as ‘a place to stand’. Tūrangawaewae are places where we feel especially empowered and connected. They are our foundation, our place in the world, our home. Our outer world and inner world:
During this journey, the children found their place to stand, metaphorically, nurturing a lifelong love for learning and a deep appreciation for the many places we can call home.
Dialogue with Place has not ended; I believe it will continue to evolve and grow with each child throughout their life.
Ms Penny Pedagogista
According to Piaget, “children learn by encountering problems they feel compelled to solve; experiencing emotions such as puzzlement, curiosity, surprise, and frustration; and engaging in the intellectual and emotional work of overcoming obstacles to solving those compelling problems. It is through this process that children make mental connections (mental relationships) that are the construction of knowledge or intelligence. The role of the educators, therefore, is to provide children with an environment that makes this process”.
Spaces are meant to be flexible, allowing experimentation, transformation and changes.
Dialogue with Place began with a mighty metamorphosis of Agapantha... Our space had literally been transformed overnight. It was so very exciting for us to be a part of the changing landscape. We had a new indoor/outdoor flow and our neighbors Frangipani had moved. How would we claim this remodeled new place as our own? The children and teachers were about to witness many changes as the year progressed all of which contributed to a developing sense of identity and belonging…. Our Dialogue with Place began.
Our dialogue with place
The very special renovations that happened in Agapantha class during the whole year made the children become aware, curious and with the feeling of a ‘day to day” transformation of their classroom. As they were growing and changing, the space was too… places just like people, have a story to tell…
There was a wonderful sense of freedom as the presence of big windows and doors gave the children easy access to the new outdoors, where they could observe and discover “something new” almost every week… new plants, a sandpit, a tree house, an outdoor kitchen, and so much more!
As a sense of belonging and well being were flourishing, the children easily adapted, accepted and celebrated all the wonderful changes happening. Agapantha’s generosity of spirit, willingly welcomed other classes to share their space, creating and developing a sense of community and unity.
The shared space of our backyard provided a safe environment for play, enjoyment and relaxation.
We encouraged a shared sense of ownership and responsibility of our space…
The extraordinary in the ordinary… Our Dialogue with Ramps began...
Perhaps all the construction happening in our backyard had an impact on the children’s play. Observing our maintenance team transporting materials up and down the ramps may have created the immense interest that was to consume you for many months. We believe our ramp journey began with Eidur and Shing Shing, who decided to move a large piece of wood and place it on top of a square wooden block to create their first ramp. Using cars and other loose parts, such as pinecones, sticks and paper rolls, we observed that they were testing which objects would go down their ramp. Little by little, other friends noticed and naturally joined their play...
As part of our investigation, we decided to provide as many opportunities as we could for experiencing ramps, selecting different shapes, sizes, and a variety of materials. Some children were eager to build different types of ramps; others chose to test which objects would roll and which would slide.
The children started by making predictions and testing out their ideas. We noticed that some children turned objects in different ways to see how they went down. Sushi and Mango even tried the ramps with their own bodies.
What would happen when we put certain objects at the top of the ramp?
Would they slide down or roll?
Would they stay put?
What makes things that roll different to things that do not roll?
What would happen if we were to make the ramp steeper?
"This one is faster"- Nep (after trying two different cars numerous times on the ramps and confirming that the small car was faster than the big one).
“This is so fast.“ - Sarah
“This is my ramp here, look.” - Emily
The children started to notice that some objects easily stayed on the slide until they were given a little push! We all agreed that round objects and things with wheels easily rolled down the ramp.
“The egg goes so fast.” - Sushi Sushi had experimented with a small wooden log, trying to slide it down, but unfortunately it did not move fast or far. She then decided to try an oval-shaped object and rolled this down, with a joyful result.
Without even knowing it, we were on an amazing journey of observing, predicting and learning about the concepts of gravity, friction and velocity!
After our numerous walks around the school, the children noticed ramps everywhere. It made us realize how all the ramps they had been constructing in the classroom were very important to them. We needed to go further!
“Look! I found a big ramp here…” - Eidur walking towards the library
“Look! Over there… another ramp!” - Zachary
Our exploration found us playing with ramps in every way possible. We brought our ramps to our new sandpit and after testing over time and observing how objects rolled or slid, children decided to walk along the ramps… helping each other and taking turns to balance.
We were fascinated to see how the children were taking opportunities to explore what they were comfortable doing, trying new things and pushing their capabilities in ways that offer risk without danger.
“Nothing without Joy.” - Loris Malaguzzi
As the weeks progressed our outdoor ramps continued to come to life with everyone visited daily from all over the school. They brought with them a variety of objects to experiment with. We thought that adding paint to the ramps could be a very interesting way of seeing marks the objects made. The children started by mixing the colours and they carefully observed the movement and lines created by the sliding objects. Plenty of different patterns and colours were created by rolling various objects down the paper. What we recognised while observing the children’s play was amazing engagement, enthusiasm and collaboration.
Lights open the door to curiosity. We decided to introduce ramps to the light atelier. The children were captivated by the reflections and shadows. Exploring and experiencing lights on ramps allowed them to observe with a different perspective.
“One, two, three, go” - Shing Shing
Clay offers endless possibilities to think and create. While making our clay ramps, we were learning about concepts such as maths and physics. Together we could build, test, adjust and problem solve. This process helped us to understand how mistakes are just opportunities to learn and grow!
“I want to make a heart” - Emily
On finishing her ramp, Emily tested it by rolling a ball down, but it did not move because it wasn’t smooth enough. She used her little fingers to press on the ramp to make it flatter. She tested it again...
“Yay, the ball rolls down now.” - Emily
Eidur decided to make a flat and long ramp.
“It’s a little bit low.” - Eidur
After thinking, he chose a small wooden log and placed his ramp on it. A very proud moment to see the ball sliding down his ramp. Mango and Mila collaborated to connect the ramps together.
“We are making ramps. I need a ball.” - Sumeo
“My ramp goes round and round.” - Lica
When children draw, they create representations of their experiences, observations, ideas, thoughts and emotions. During these months of investigation and learning the children had the chance to draw comparisons between big, small and friction ramps. After observing how an interest in drawing had been growing, we offered sharpies, whose clean lines are great for creating shape, outline and detail.
“I want to put on my ramp...flower” - Malina
“My ramp is steep...starts here and finishes here”Zachary
“My dragon ramp” - Chiyono
Sarah following her desire to draw dots everywhere, decided to draw her own “dot ramp”
“A
whale on my ramp.” - Mango
After weeks of exploration through many languages, we decided it was time to go play in a big Ramp, a real one! After some research, we found the best in town. It was our first field trip ever, so very exciting! The children were in awe while standing next to the big skateboard ramp, admiring it. They started to go up and down, over and over again, never getting tired. We could hear their happy voices, giggles and laughter.
Acts of wonderful kindness and collaboration were noticed as the children lent a hand to a friend to go up the ramp or held hands to courageously go down together. It was such a fun and special sliding experience.
It was a magical and meaningful expression of their interests in the real world.
“We go to the big ramp, it’s so high.”
- Zachary
“We go to the field trip.” - Emily
“Yes, the skateboard ramp,I haven’t been yet.” - Eidur
We believed there was a connection between our journey with ramps and puppets. How might the ‘going up and down ramps’ for months be expressions of children’s internalised stories? The ups and downs of life, the joys and sadness that emotions bring? Our space, eventually became a space for everyone, generating a shared repertoire of narratives and memories. Teachers and children became familiar with the idea of change. We developed cherished and casual friendships, and grew into the awareness that our actions contribute to the well being of others. Puppetry became a wonderful tool for children’s emotions, thoughts and ideas to be expressed.
A truly united community with a strong sense of place and identity enabled children’s voices to flow.
Storytelling, rhymes and songs have always been a very important part of our day in class. Mr. Tony, the puppet, brought so much joy as the children kept interacting with him. Later, more puppet friends arrived, and we created the Puppet Theatre in the piazza which we would visit daily.
Puppets offer a creative way to communicate by bringing fun and imaginative play into our day. The children started to show greater confidence when speaking to Tony and engaged positively in taking turns with the puppets.
We created our own puppets. Some children had a clear idea of what they wanted to create. Chiyono wanted to make a leaf puppet for the story ‘Stick and Stone’ (Beth Ferry). Others were inspired by the materials in our environment.
It was joyful watching children engage in puppet play.
We all have a story to tell.
As we reflect upon our journey this year, with a pinch of nostalgia, we realised that it took us through a rollercoaster of beautiful changes. We gladly took this opportunity to be inspired and creative with all the new possibilities, slowing down, being present and finding the extraordinary in the ordinary. We observed closely, learning alongside and attuned to the wonder and curiosity of the children. It made us realise how fortunate we were to find magic in those big and small transformations. We truly celebrate the joy and growth we have experienced on Our Dialogue with Place.
Kōwhaiwhai pattern inspiration (from New Zealand) - Tape on card
Researchers
Chiyono
Emily
Sushi
Giuliano
TinTin
Mango
Zachary
Mila
Eidur
Shing Shing
Meta
Lica
Nep
Mitsuki
Savannah
Malina
Sarah
Chanyoung
Fatimah
Sumeo
Yen Nhi
Teachers
Ms.Roma (Lead Teacher)
Ms.Dory (Co – teacher)
Ms.Dung (Co – teacher)
Ms.Sang (Co – teacher)
