Live Love Laugh Learn … Create the possibilities

Author: Norah

  • Delivering a sneak peek for Easter

    Launching soon - readilearn2

    For the past few years I have been preparing early childhood teaching resources for a website that I hoped would be up and running by now. Unfortunately, there have been some delays with the developer. In the meantime, I thought I’d share a resource with an Easter theme to give you a free taste test. This will be of interest mainly to early childhood teachers or parents of young children. Everyone else is excused.

    The resource, called “Easter Delivery”, is a story about twin bilbies, Benny and Belinda, who get to deliver eggs to the families of some friends for the first time. It incorporates addition concepts and is suitable for use with the whole class on the interactive white board.

    The story involves the children in helping Benny and Belinda work out how many eggs they need to deliver to each family and the combination of packs they could choose. The maths concepts are probably most suitable to year one students but teachers may use their discretion about how much maths to include.

    Included is an information sheet about the resource and three printable follow-up activities:

    • Benny and Belinda’s Easter Activity – children record the number of people in their own family and draw and calculate the number of eggs Benny and Belinda would deliver
    • A Happy Easter Card from the Bilbies – a card with a picture to colour and blank inside for children’s own messages
    • The Bilbies’ Easter Colouring Page

    The resource is available clicking on the image until Thursday 24 March 2016. Hopefully it will be available on my website for Easter 2017!

    © Norah Colvin 2016
    © Norah Colvin 2016

    Yes. It is a bit of shameless promotion but it is also a gift for you to use if you would like to in the lead-up to Easter. The resource is not downloadable, but I am happy for the link to be shared with your early childhood teaching friends and colleagues. While it is not a requirement of use, I’d really appreciate some feedback. Please use the poll or share your thoughts in the comment box below.

    Thank you

    Thank you for reading. I do appreciate your feedback. Please share your thoughts.

  • Learning environment

     

    gardeningIn last week’s post I shared information about research projects students could become involved in to be scientists in real life. Some of the projects such as Project BudBurst and BudBurst Buddies encourage junior scientists to observe and record changes in plants throughout the changing seasons. Many commenting on the post agreed that projects such as these would make the learning of science come alive. Pauline King the Contented Crafter even commented that she may have to reconsider her opinion of schools if children were involved in projects such as these.

    © Norah Colvin
    © Norah Colvin

    Shortly after posting I read an article on Co.Exist describing a preschool that doubles as urban farm where Kids learn among the plants and animals in this design for a radically different education environment.”  A bit like my concept of an early learning caravan, the school does not actually exist. The design was entered into and won an architecture competition. It is an interesting concept and I especially like the suggestion that children spend more time learning about nature through experiencing it in wild spaces in the outdoors rather than only through classroom activities and books, both of which do have their role.

    Jeannie Baker - planet changing

    I have previously shared the wonderful books of Jeannie Baker which have strong environmental themes encouraging children to care for nature and appreciate the natural wonders and beauty of the world around them.

    2015-09-19 11.09.45 2015-09-19 11.11.04

    This morning, thanks to a recommendation from Sarah Brentyn who blogs at Lemon Shark, I received another lovely book in the post that will sit among my favourites. The Curious Garden by Peter Brown tells the story of how a curious boy helps transform a city from a drab grey concrete jungle to a one filled with gardens and gardeners. The story affirms the belief that the actions of one person can make a difference.

    Never-doubt-that-a-small - Margaret Mead

    I am currently listening to Earth in Mind: On Education, Environment and the Human Prospect, an interesting and thought-provoking book by environmentalist David W. Orr who challenges the focus of schools and advocates for learning outdoors in the natural environment. He may approve of the preschool farm, but he’d probably be more in favour of a forest preschool.

    This, however, is only a small part of his position and I do not wish to misrepresent it. In an article, which reads like a chapter from the book, Orr describes “Six myths about the foundations of modern education, and six new principles to replace them”. The part of me that strives towards meliorism is seriously challenged by the picture Orr paints. The picture books, stories, and research projects are fine; but there’s much more to be done if we want to do more than simply wish for a greener future.

    I agree with Orr wholeheartedly that education for, with and through the environment is essential; and that many of our problems are caused by miseducation. However, I had not thought about education in the way that Orr explains. I think I’ll be sharing more of his work in future posts.

    Thank you

    Thank you for reading. I appreciate your feedback. Please share your thoughts.

     

     

  • It’s classic!

    By UnknownMarie-Lan Nguyen (Own work) [CC BY 3.0 (http://creativecommons.org/licenses/by/3.0)], via Wikimedia Commons
    By UnknownMarie-Lan Nguyen (Own work) [CC BY 3.0 (http://creativecommons.org/licenses/by/3.0)%5D, via Wikimedia Commons
    This week at the Carrot Ranch Charli Mills is talking about the classics and libraries. I was a bit intrigued by the coincidence, for my current audiobook is A Classical Education The stuff you wish you were taught in school, written by Caroline Taggart and narrated by Bill Wallis. Maybe the words would reflect my situation better if they read “The stuff you wish you retained from what you learned in school”. I did study ancient history and even retained enough of it to get a passing grade in my final year of school, but most of what I learned dissipated once the exam was done.

    http://www.morguefile.com/
    http://www.morguefile.com/

    Although I am enjoying the audiobook, I think I will be none the wiser at its conclusion and retain little more than in earlier days. It is a reflection on my retention rather than the worthiness of the book.  At the top of Taggart’s webpage is a statement from the Yorkshire Post that I think is probably no idle boast:

    Caroline Taggart…has carved out a niche for herself in user-friendly, wittily written factual books which capture the imagination and quickly find their way to the top of the bestseller lists. 

    Prior to reading this statement I had thought that it was perhaps the narration that had brought the book alive in a most entertaining way. I was surprised that the narrator was not the author for the wonderful meanings and interest he evokes. If not the author then, I thought, he must be a wonderful character actor. Indeed, I was not surprised to find, he was.

    According to the Yorkshire Post, the writing itself is worthy too, though it seems to me, in many ways to be little more than a list of names, dates and snippets of events brought to life by an expert narrator. I’m not sure that I would read it cover to cover as I have listened to it, but it would definitely make a useful resource for checking out who and when, which is more or less impossible to do with an audiobook.

    ausines headphones

    One thing I have not liked about the book is the repeated opinion that maths and science in school are boring, and that most of us would only groan when thinking of what mathematicians like Archimedes and Pythagoras have burdened us with. If you’ve read many of my posts you would probably accuse me of being inconsistent, for haven’t I often agreed with that opinion of maths at school?

    algebra

    However, learning in mathematics should not be that way. I wish that everything we learned in school would be alive with interest, purpose and meaning. Then there’d be no need to groan. We’d be amazed and inspired by these great thinkers who have enlightened our lives.

    Arthur Benjamin, Mathemagician, would agree.

    He summarises his talk with these words:

    “Mathematics is not just solving for x, it’s also figuring out why.”

    But I digress a little. Charli’s main point was about the joy to be found in libraries. In my younger years I spent many hours in libraries. And if I wasn’t in a library, I was reading a book I’d borrowed from a library. Our home was filled with books but there were never enough to read and my parents and many of my siblings were frequent library book borrowers. On many Saturday afternoons throughout my teenage years I would walk the 5½ kilometre journey to the local library and back. I can’t remember how many books I was allowed to borrow, but I borrowed as many as I could.

    So many things about libraries have changed from those days of enforced silence, carded catalogues, and microfiche readers. But I don’t feel nostalgic for it. The systems are much more efficient now, and libraries have much more to offer the changing needs of a changing society.

    library
    http://www.morguefile.com/

    What does sadden me is that many local councils and schools are doing away with their libraries, and many schools are choosing administrators over teacher librarians when organising their staffing. A teacher librarian should be first enlisted. Nobody knows books and readers better than a teacher librarian.

    While I have not frequented my local library in recent years, I would be very distressed if it were to close. Not everyone has the luxury of being able to choose ownership over borrowing as I do. Libraries are important to communities and should be accessible to everyone; and not only for their books. Libraries play a significant role in developing a sense of community by providing meeting spaces for books clubs and groups of all sorts, activities for children including storytelling and reading, craft activities, films, games and puzzles, visits by authors and illustrators …

    They are also a great place to brush up on the classics that you may have missed out on in school, or find a book about mathematics that may inspire you to ask a big question and figure out why.

    The idea for my flash in response to Charli’s challenge, to In 99 words (no more, no less) write a story that includes a library, comes from the idea of taking books to the people, in their own neighbourhoods, and connects with my thoughts for an early childhood caravan.

    © Norah Colvin
    © Norah Colvin

    Another life, another dream, another possibility …

     The Book Lady

    She pulled the trailer from the shed, cleaned off the grime, gave it a lick of paint and hitched it to its once permanent position behind her bicycle. A trial ride around the yard confirmed all, including her knees, were still in working order. She propped the bike against the stairs and trundled back to her library where books lay scattered, spewed from shelves no longer able to hold them. She bundled them lovingly, tied them with memories, and wished them new hands to hold and hearts to love. It was time to share, and she knew just where.

    Thank you

    Thank you for reading. I appreciate your feedback. Please share your thoughts.

  • Be a scientist in real life!

     

    Scout, Science Girl https://openclipart.org/detail/192588/science-girl
    Scout, Science Girl https://openclipart.org/detail/192588/science-girl

    I have often talked about the scientific explorations of young children and referred to children as born scientists. Their curiosity, ability to engage in their own explorations and investigations, and make their own discoveries can be encouraged by adults who welcome their questions and become co-investigators.

    I recently read a post on The School Bell, An Official Blog of Harris County Department of Education that excited me about ways of maintaining that engagement. The post, contributed by Lisa Felske, is entitled Kids Count: Let them Be Citizen Scientists. Lisa says that there of hundreds of projects children can get involved with, some for the long-term as a classroom project, and others that can be conducted independently. They are all real projects that help researchers collect and analyse data.

    Lisa says,

    “For students, participation can make them feel connected to a community or a place far from home and can give them the satisfaction of knowing they have made a small but important contribution to real science.”

    How exciting to be part of a real project, collecting data that will make a difference to our world.

    www.morguefile.com
    http://www.morguefile.com

    Lisa says that one of her favourites is “Penguin Watch, which allows students to monitor penguins in remote regions by looking at still images and counting the number of adults, chicks and eggs seen in the photos.”

    I imagine many children would be interested in that too. But when you follow the link to Penguin Watch you find it is only a small part of the Zooniverse, “a collection of web-based citizen science projects that use the efforts of volunteers to help researchers deal with the flood of data that confronts them”. With projects ranging from astronomy to zoology, you could say there is something for everyone.

    gardening

    Lisa also mentions other favourites including Project BudBurst and BudBurst Buddies (for younger students) in which junior scientists observe and record changes in plants throughout the changing seasons. While these are US based projects, the websites are rich with suggestions for adaptation in other places.

    Finding out about, appreciating and caring for everything, plant, animal or mineral, large or small, near or far is a major part of the real purpose of education. I think involvement in programs such as those described in Lisa’s article will do much to maintain a learner’s curiosity and sense of wonder. What an amazing use of the Internet. I was definitely born too soon.

    Thank you

    Thank you for reading. I appreciate your feedback. Please share your thoughts.

     

     

  • Writing poetry with children

    Horses go galloping

    This week at the Carrot Ranch Charli Mills has challenged writers to write about galloping. What keeps replaying in my head is the phrase “The horses go galloping, galloping, galloping” interspersed with the lines from “The Highwayman” by Alfred Noyes, a poem I learned at school.

    The Highwayman came riding, riding, riding,

    The Highwayman came riding, up to the old inn-door.

    tomas_arad_heart

    Learning poems at school was a joy. I love poetry and, in younger years, used to read a lot of it, less currently. Perhaps I should say I loved poetry, but that would unfair, just as it would be unfair to say that I no longer love an old friend that I haven’t seen for years, for at the moment we meet up again the connection is just as strong as ever, the ties never broken.

    Oftentimes when I read Charli’s challenges I know how I will respond immediately. Other times I need to massage the idea until I hit just the right spot. This time the horse has bolted and the paddock is left empty without a horse in sight. All I’m left with are my thoughts of poetry.

    Fortunately, as an early childhood teacher with a love of picture books, recent years haven’t been completely devoid of the poetic form. While not necessarily written in what might be considered “poetic language”, many are written in rhythmic rhyming verse. Others contain verses within the story, such as the refrain in The Gingerbread Man or the song in Love You Forever by Robert Munsch.

    The gingerbread man

    A title recently added to my list of favourites, through repeated readings and recitations by my grandchildren, is Piranhas Don’t Eat Bananas by Australian author Aaron Blabey. Its rhythm, rhyme and sense of fun is an absolute joy. We laughed together at every reading by G1, and every recitation by G2. It begs to be read and re-read, recited and recited again. Sadly, I got to read it aloud only once, and even then not all the way through! “Hey,” I protested in vain. “I like to read picture books too!

    piranhas don't eat bananas

    Of course there are also many books of poems and rhymes written for children, including Nursery Rhymes, though many of those weren’t written with children in mind. There are also some that fit into a horsey theme such as

    In addition to reading poems and stories to my class I also enjoyed writing poems with them. At this early childhood stage the poems would be more rhythmical verse, sometimes rhyming and sometimes not, with only the hint of an introduction to poetic language.  I have previously written about writing our versions of I Love the Mountains, a traditional camping song.

    I have also written some resources for supporting teachers when Writing Christmas poems with early childhood students. These are available in my Teachers Pay Teachers store and soon to be included in readilearn resources. With easy-to-follow structures, writing these poems give children immediate boosts to their writing confidence.

    I had been thinking for a while that I should write some new versions suited to other times of the year, but hadn’t prioritised it. However, when I read Rowena Dreamer’s post Mr’s Poem: Through My Window on her blog beyondtheflow, another idea sprang to mind. Rowena discussed the writing of a poem “Through my window” that had been set as homework for her son.  I immediately thought of the sound poems that I had taught my students and wondered if the structure could be adapted for sight poems.

    The structure of a sound poem

    This is what I came up with:

    I saw as I looked through my window

    You’ll notice that I haven’t exactly maintained the structure. This is what happens, particularly when young children are writing their versions. It is to be expected and accepted. The purpose of the structure is to support, not restrict.

    I then wondered if it could be used with the other senses and, at the same time, realised that four verses, four senses, would just about reach the target of Charli’s challenge to In 99 words (no more, no less) write a story about galloping. With no other ideas galloping into view, how could I resist giving it a go?

    Disappointingly, I found the structure less accommodating for smell and taste, and had difficulty in conjuring different words to use for each. For example, I wanted to smell and taste the freshness of bread and the sweetness of apples. I had thought touch would be more difficult but have realised that’s not the case. The repetition of the word “felt” for both touch and emotion is perhaps not ideal though.

    I would love to say more here about the necessity for teachers to experiment before setting tasks for children, and of the value of learning from the process rather than the product, but I think I’ve probably said enough in this post.  I will just share what I’ve written which, though responding to Charli’s challenge, doesn’t actually fit the criteria of flash fiction. However, if you’d be kind enough, I’d still love to know what you think.

    Market Day

    I heard

    as I sat curled with a book

    the thundering of hooves

    the snorting of nostrils

    the jangle of stirrups.

    I felt anxious.

    I saw

    as I looked through the window

    the horse at the gate

    the rider on the path

    the bag in his hand.

    I felt excited.

    I smelled

    As I opened the bag

    The freshness of bread

    The sweetness of apples

    The promise of coffee.

    I felt famished.

    I felt

    As I savoured my lunch

    The crunchiness of crusts

    The crispness of apple

    The warming of coffee.

    I felt satisfied.

    Yum! Fresh produce.

    Thank you

    Thank you for reading. I appreciate your feedback. Please share your thoughts.

     

  • Are we finished?

    work-in-progress
    Anonymous, Work in progress https://openclipart.org/detail/12941/work-in-progress

    I am a work in progress. I reflect on the past, predict the future, and live in the present moment. Nearly everything I do is a work in progress. Some things just make more progress than others!

    Over the past few years I have been preparing resources for my readilearn website. It’s slow going, slower than I expected, but I’m getting … somewhere. Even when the website launches it will be a work in progress as I update old and add new resources.

    Launching soon - readilearn2

    In a flurry of activity, with the intention of completing additional resources as development of the website nears completion, I experimented with making a product promotional video. My intention is to make a number of these, possibly explaining the use of each interactive resource. Doing so is far more time consuming that I had expected.

    Below is my first attempt. But please don’t let that word “first” mislead you into mistakenly thinking it was my only attempt. I lost count of the number of takes and couldn’t believe how difficult it was to utter just a few short sentences. While I am sharing it, please consider it a work in progress. Making promotional videos for my products is something I need much more practice with.

    My purpose in sharing the video is to illustrate the importance of being a lifelong learner, which involves a combination of persistence, resilience and confidence, including:

    • a willingness to make mistakes and repeated attempts
    • a growth mindset without an expectation of immediate success
    • confidence to say “I haven’t got it yet, but I’m working on it”
    • belief in the ability to succeed, either independently or with support
    • an ability to adjust future attempts according to feedback provided from the past.

    I learned a lot in making this video, perhaps more about what doesn’t work than what does. But eliminating what doesn’t work is crucial in finding out what does. For example, I learned after repeated attempts on both, that selfie videos recorded with phone or iPad just weren’t going to be good enough. I learned that neither of the software programs for making videos I owned would allow me to achieve what I wanted on its own. I needed to combine recordings from each. After many trials I finally made something that at least has the semblance of an attempt.

    Included in my passion for learning is a passion for learning about learning: how we learn, why we learn and the conditions that contribute to our learning. I am fascinated by learning that occurs at all ages, but particularly during early childhood.

    Morguefile http://mrg.bz/omEd2M
    Morguefile http://mrg.bz/omEd2M

    In the process of repeated attempts described above, I responded constantly to feedback provided, and adjusted each new attempt accordingly. Feedback is necessary for learning. But perhaps more important than the feedback is the response to it.

    Hopeful of getting some other feedback, I shared the video with my family on the weekend. They made some helpful suggestions. But perhaps the most interesting feedback, about feedback, was that given by my four-year-old granddaughter, G2.

    G2 watched the video with her mother and immediately wanted to play the game. I was delighted, of course, and opened the resource on the iPad for her to use. She had no trouble manipulating the objects to make the ice creams and quickly made a few combinations. When I asked if a mango with strawberry on the top was the same as, or different from, a strawberry with mango on the top, she confidently explained that they were different because “this one’s got the strawberry on the top and this one’s got the mango on the top”. She went on making combinations.

    icecreams
    © Norah Colvin

    After she’d made about ten combinations she asked, “Are we finished yet?” I said, “We can finish whenever you like.” I wasn’t using it as a “teaching episode”, simply as something fun for her to do. She asked again, “But are we finished? You know –“ and she indicated for something to happen on the screen showing that we had finished.

    Suddenly I realised that she was wanting feedback from the program to tell her that she was finished, that she was successful; perhaps some bells, whistles or fireworks. Because I designed the resource as an open-ended teaching episode, for use by a teacher with a class rather than by individual children, the resource does not have any inbuilt feedback. The feedback occurs in the discussion between teacher and students.

    What I intended as a teaching episode became, for me, a learning episode; thinking and learning about feedback.

    • G2 expected to receive feedback about completion, and
    • she wished to continue until she received that feedback.

    However,

    • she doesn’t’ require feedback about completion from all apps, for example, drawing programs: she decides when she is finished, and
    • during play she decides which activity she will take up and when she will finish.

    G2 has a good balance of activities with home and Kindy; indoor and outdoor with a variety self-selected and self-directed imaginative play mixed with cooperative activities including reading, board games and screen time with a variety of apps.

    GDJ, Playful stick figures https://openclipart.org/detail/230070/playful-stick-figure-kids
    GDJ, Playful stick figures https://openclipart.org/detail/230070/playful-stick-figure-kids

    With such variety she receives feedback from many sources including self and others, as well as from manipulation with real and electronic objects. I think her question “Are we finished yet?” was related to use of the specific device and type of activity (game to her), not indicative of a generalised need for feedback from outside.

    But what of children who are more engaged with electronic games, have less time for self-directed activity, and fewer opportunities to engage with others? Will the need for feedback from an outside source overtake the ability to provide feedback for self? I hope not. I believe the abilities to self-monitor, self-regulate and self-determine to be extremely important to life-long learning. What do you think?

    Thank you

    Thank you for reading. I appreciate your feedback. It is important to me! Please share your thoughts about any aspect of this post.

     

  • A tooth for a tooth

    lost tooth - Artie Feb 13 16

    My gorgeous grandson has just lost his first tooth, an event much anticipated and causing a great deal of excitement. In the months leading up to the event I had wondered how the family might mark the occasion and if the Tooth Fairy might visit. Though I shared the myths of Santa Claus, the Easter Bunny and the Tooth Fairy with my children when young, as adults they have debated the ethics of perpetuating these myths with their own.

    As a teacher of 5 – 7 year olds it was not uncommon for me to encounter gappy grins and lost teeth through the course of the year. Mostly children would arrive at school proudly displaying a new gap, or a new tooth peeking through. Sometimes the tooth would dislodge at school and there would be great excitement. I would carefully place the tooth in the centre of a tissue, fold the edges down around it and sticky tape below the tooth to make a little “tooth fairy” to keep the tooth safe for the return home.

    tooth fairy

    Sometimes the children would discuss how their families marked the occasion of a lost tooth. Although there were children from diverse backgrounds in the classes I taught, I don’t remember any great divergence from the, to me, traditional tooth fairy story.

    When I was a child, I put my tooth in a glass of water and placed it on the kitchen windowsill. The following morning, if I was lucky (for sometimes she’d forget), the Tooth Fairy would have been and left me a shiny silver threepence.

    Some children I taught put their teeth under their pillows, some in a special box by their bedside, but what most had in common was the fact that the tooth had been taken and replaced with a shiny coin. Sometimes, when a child lost a tooth, we would read a story such as What do the fairies do with all those teeth? or Moose’s Loose Tooth.

    tooth books

    While I was contemplating what the response might be to my grandson’s lost tooth, I read about a book called Throw Your Tooth on the Roof: Tooth Traditions from Around the World by Selby Beeler with illustrations by G. Brian Karas.

    throw your tooth on the roof

    I wondered if it would be a suitable gift to mark the occasion and went ahead and ordered it. I wasn’t disappointed. The book briefly describes traditions from many cultures and countries around the world. While the Tooth Fairy’s visit and gift of a coin is familiar to those of us living in the UK, US, Canada and Australia, it is not so familiar to all. In Mexico and Venezuela a mouse replaces the tooth with money. In El Salvador a rabbit does the same. In Guatemala it is El Ratόn.

    The title of the book comes from the tooth traditions of Botswana and the Dominican Republic. In some countries children receive coins, as described above, or a gift in exchange for the tooth. In other countries they ask for a new tooth. In Costa Rica and Chile the tooth is made into an item of jewellery. What surprised me was the great variety of traditions, of which I have mentioned only a few.

    In her Author’s Note at the end of the book Selby Beeler explains the chance discussion, with a friend from Brazil who hadn’t heard of the Tooth Fairly, that piqued her interest and lead to the writing of the book. She says,

    “I quickly discovered that the best way to learn what people do with their baby teeth is simply to ask them. While collecting customs for this book I stopped people wherever I went. I smiled, introduced myself, and asked them the question I had asked my friend, ‘What did you do with your baby teeth when you lost them?’”

    The result is fascinating. Thank you Selby for being curious and asking a question that elicited so many interesting responses. Thank you also for selecting some of the hundreds of traditions and compiling them into this lovely book that enables us to find out a little more about each other; some things that are the same and some that are different. I’d be delighted too if you, esteemed readers, shared your traditions in the comments.

    In the introduction to the book Beeler says,

    “Has this ever happened to you?

    You find a loose tooth in your mouth.

    It happens to everyone, everywhere, all over the world.”

    I am disappointed that, in all the years I was teaching children in the “loose tooth” age group I hadn’t ever thought to investigate different traditions. Although I took many opportunities to celebrate the diversity in the classroom (I’ve shared some of those here), I wonder what other opportunities I missed. If I was still working with year one children this book would be essential to my collection and sit alongside another favourite for discussing diversity and acceptance, Whoever You Are by Mem Fox. I am pleased I found it in time to gift to my grandson to mark his first missing tooth.

    Whoever you are.

    This week at the Carrot Ranch Charli Mills is also talking about diversity and has challenged writers to In 99 words (no more, no less) write a story of a character who is diverse. Who is this person? Does this character know, accept or reject being perceived as different? As writers, consider how we break stereotypes. Tell you own story of “otherness” if you feel compelled. Or, select a story of diversity, such as rainbows revealing gold. How is diversity needed? How is your character needed?

    Coincidentally I am reading a book about diversity at the moment. The book, The Social Brain: How Diversity Made the Modern Mind by Richard Crisp was reviewed by Anne Goodwin who blogs at Annecdotal. In her review Anne says,

    “I’m pleased to say that Richard Crisp’s highly accessible overview of recent research into cultural diversity has not only revitalised my interest in social psychology but is highly relevant to how we all live today. I touched on one of his papers in my recent post on Looking at difference, embracing diversityThe Social Brain develops those ideas in more depth and detail.

    social brain

    I am compelled to add my voice to Anne’s recommendation. It is a fascinating, challenging and enlightening read.

    In a comment on her post, Charli stated that diversity is in the small things, not just the big. I believe she is right. It is the attitudes and actions we incorporate into our everyday lives that can make the big difference in another’s world. I’m sticking to my tooth theme for my flash with a wish for recognition of commonality, acceptance and respect. Richard Crisp’s book goes a long way towards helping understand what drives us, and why.

    A friendship born

    The invisible wall was a fortress built of fear and prejudice. On either side a child played alone. The rules were accepted without question.

    Then they saw each other, and a challenge was born.

    At first they kept their distance, staring across the divide, until scolding adults bustled them away.

    Curiosity and loneliness won over fear as they mirrored each other in play.

    One day they drew close enough to touch, but hesitated. Simultaneously they bared their teeth, each proudly displaying a gap, in the middle on the bottom, a first. Surprised, they laughed together: more same than different.

    Thank you

    Thank you for reading. I appreciate your feedback. Please share your thoughts about any aspect of this post or flash fiction.

  • If You Aren’t Making it Better, You Might Be Making it Worse

    Jackie french - raindrops

    Last week I shared some of the wisdom of Jackie French, including these wise words:

    “Let us give our children role models who do not, will not despair, no matter how long it takes to change the world. And let us never surrender, no matter how tired we are, or how long it takes. Because with these weapons we shape the future of our planet.”

    When I read this post I thought, “Here is someone putting it into action”. What wonderful ideals this school and these children are working towards. A great example for all.

    kristimraz's avatarkinderconfidential

    This is going to be a rather short post, but I have been thinking something in the document Play For a Change which mentions two views of children- one where we are waiting for them to be adults, and one where they are fully functioning and valuable members of society already. I think I used to think the former (you are learning to be a well balanced happy adult), until I realized that I am still learning to be a well balanced happy adult (and to be fair I know plenty of adults who are less balanced and unhappier than children I know).

    Simultaneously, I have been annoyed at the once a year charity blitz that I see in December, all of a sudden the homeless need coats? They didn’t need coats in November? They won’t need more coats in January? And I am so guilty of this, off…

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  • Wild spaces

    wilderness

    This week at the Carrot Ranch Charli Mills is talking about the importance of preserving natural wilderness areas. She says,

    “Wild places matter, even to those who are not active hikers or hunters. It’s important to our psyche to know that wild places exist.”

    To say it is important for our wellbeing acknowledges its anthropocentric value. However, I believe, as I know Charli does too, that its value is intrinsic with significance beyond its importance specifically to humans. Wilderness areas are the lifeblood of our planet, of all species. They are just as beautiful and just as necessary whether any human lays an eye on them or not.

    if a wilderness

    I am not a hiker, definitely not a hunter, and have never been one to spend a great deal of time in the wilderness. However, I have a deep appreciation for the beauty and value of wilderness areas. I strongly believe in the importance of protecting them to ensure the health of our planet and the survival of our, and every other, species. Sometimes I wonder if our survival is deserved with the seeming disregard many of us have for our Earth, but I am a meliorist and place my hope with future generations.

    To ensure this meliorism is well-founded, we need to nurture in young children their innate interest in and love of nature. There is probably no better way of doing this than through first hand experiences observing nature in wild spaces. Share with children their wonder, be intrigued with their explorations and extend your own understanding through their discoveries. At the same time develop in them an appreciation of and respect for our earth and its gifts.

    Encounters with nature don’t always have to occur in large nature reserves in distant places. In fact, a real appreciation of nature is an attitude, a way of thinking about the world and can be fostered as a part of daily life with observations in the backyard, in wild places along the roadside, or in a pot on the window sill.

    © Bec Colvin
    Ladybirds in my backyard © Bec Colvin

    Books also serve a purpose in nurturing an interest in the world around us. In addition to books of beautiful photographs, fiction can also be used.

    4 of Jeannie Baker's books

    Last year in a series celebrating Australian picture books I wrote a post about collage-artist and author Jeannie Baker who shares her passion for the environment through her picture books.

    2015-09-19 11.09.45

    Window tells, in beautifully detailed collage, of the transformation of a landscape from natural bush to city-scape. The changes are observed through a window by a boy as he celebrates alternate birthdays from birth to 24 years. Jeannie shares an important environmental message in a note at the end of the book with these words:

    Jeannie Baker - planet changing

    In 2004 Jeannie published a companion book to Window called Belonging, which, in 2005, also received a number of awards, including one from the Wilderness Society.

    2015-09-19 11.11.04

    This textless picture book tells the story of a changing landscape over a number of years as a city is transformed with plants and welcoming spaces for children and families. In a note at the end of this book, Jeannie says,

    Jeannie Baker - time

    I think these messages, together with those shared in Charli’s post, are important for children to not only hear, but to see modelled by adults in their everyday lives. I am happy to say that members of my family are proactive in the ways they care, and advocate, for the environment. I have much to learn from them.

    For my flash I drew upon a recollection of a place visited in my much-younger years, a favourite place for calming mind travel, and Charli’s recognition of the benefits of wilderness areas to our psyche, to our very essence.

    Charli’s challenge was to In 99 words (no more, no less) write a story about wild spaces. Is it a wilderness or a patch of weeds in a vacant lot that attract songbirds. What is vital to the human psyche about wild spaces? Bonus points for inducing something cute and furry. I’ve also tried for the extra points. I’d love to know what you think.

    stream

    Renewal

    Cocooned in shadows of tall forest trees, clear spring water soothing tired feet, she sighed. Speckles of sunlight dancing from rock to ripple were unnoticed as she envied a leaf escaping downstream.

    “Why?” she asked of the stream, more of herself. “Why are you here?”

    The stream whispered,

    “We all have our purpose’

    We’re all meant to be,

    We’re connected, we’re one,

    Not just you or me.”

    A birdsong repeating the chorus lifted her gaze towards a flutter of rare blue butterflies. A possum yawned and winked. She breathed in awe. Refreshed, with lighter heart, she was whole again.

    Thank you

    Thank you for reading. I appreciate your feedback. Please share your thoughts.

     

     

     

     

  • Plant the seeds of literacy

    About this time last year, I shared my excitement when Jackie French was recognised for her “long and distinguished career as a beloved children’s author” as Senior Australian of the Year. At the time she was halfway through her two-year role as Australian’s Children’s Laureate with the task of promoting the importance and transformational power of reading, creativity and story in the lives of young Australians.

    If-you-want-intelligent children

    Later in the year, in a series of posts celebrating Australian picture books, I shared more of Jackie’s work.

    jackie french's books

    Now the roles of Children’s Laureate and Senior Australian of the Year have been passed to others. Jackie has obviously been asked what she is now going to do with all her “free” time. In her newsletter she says, “if one more person says ‘now you can relax’ if (sic) will bite them like a wombat, the snappish kind” because it means that work is finished, which it isn’t. I feel exactly the same way when people ask me about my retirement, though I fear Jackie and I work at a very different pace and the occupation of my time may seem like retirement in comparison to hers.

    While an author may not have received the top recognition as Australian of the Year 2016, three advocates of children’s literature each became a Member of the Order of Australia:

    Jackie French for significant service to literature as an author of children’s books, and as an advocate for improved youth literacy’.

    Ann James for ‘significant service to children’s literature as an author and illustrator and through advocacy roles with literacy and professional bodies’.

    Ann Haddon for significant services to children’s literature, as a fundraiser and supporter of Indigenous literacy, and to professional organisations’.

    It is wonderful to see the recognition given to authors, and to the importance of reading.

    lucy_goosey_cover_lowres

    One of my favourite books, illustrated by Ann James is Lucy Goosey. It is a beautiful story, written by Margaret Wild, about the love between mother and child. I can’t read it all the way through without crying. But in a good way. It is very touching.

    Ann talks about illustrating the story here:

    I’m also pleased to say that I have an original Ann James, done for Bec at a literary festival many years ago, hanging on my wall.

    Ann James

    In her Senior Australian of the Year Valedictory Speech, Jackie French says,

    “You never know what seeds you plant will grow; if they will keep growing; who will take them and tend them. But there is one thing I have learned in my 62 years: keep planting seeds.

    Jackie French - keep planting seeds

     Never think: I am 62 and still have not achieved world peace, universal tolerance and justice, or even an Australia where every single child is given the chance to learn to read.

    Change is never fast enough for any person of goodwill.

    A rain drop is just a rain drop. But together we are a flood.  Together we have changed the world.

    Jackie french - raindrops

    She concludes her speech with these words:

    “Let us give our children role models who do not, will not despair, no matter how long it takes to change the world. And let us never surrender, no matter how tired we are, or how long it takes. Because with these weapons we shape the future of our planet.”

    I like her words of hope. She is a meliorist. But even more than that, she is an active meliorist. She puts her words into action. She may no longer carry the title of Children’s Laureate or Australian of the Year, but her advocacy doesn’t stop.

    Thank you

    Thank you for reading. I appreciate your feedback. Please share your thoughts.