Live Love Laugh Learn … Create the possibilities

Category: Early childhood education

  • Can you dig it?

    This week at the Carrot Ranch Charli Mills is talking about dirt and has challenged writers to In 99 words (no more, no less) write a story about dirt.

    In her post Charli says that,

    writing is like gardening - Charli Mills

    and talks about sowing compassion to make our world a “worthier place to live”.

    These are wonderful ways of thinking about dirt and good reminders of the importance of the earth beneath our feet, which is often taken for granted, even ignored, unless one is a farmer, a gardener, perhaps a miner, or possibly a child.

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

    Children are often admonished about playing in the dirt, as if washing off a little soil  was the greatest difficulty. In our towns and cities we cover the soil with concrete and leave few patches of bare earth where children have an opportunity to dig.

    Soil, though an essential resource of our Earth, is often overlooked. Ask a young child what living things need and they may say “water, air, food, sunshine and shelter”. Soil won’t rate a mention. But without it we wouldn’t have a thing to stand on! Nor would we have our other essentials: air, food and shelter – all dependent on the soil for their production.  The importance of soil and of conserving becomes even more evident with the realisation of how little of the Earth’s surface is available for producing food.

    © Norah Colvin
    © Norah Colvin If Earth was an apple . . .

    Another great gift from the soil is knowledge. Much of what we know of Earth’s history and human history has been revealed by the soil as successive layers have been exposed or excavated; uncovering secrets of the past and enabling a much richer understanding of earlier times.

    dinosaurs at museum Jan 91
    © Norah Colvin

    Our knowledge of dinosaurs has all been revealed from the earth with the first discoveries and identifications made only a few hundred years ago.  And there is still much more to be discovered. My children and grandchildren, along with many other children and adults, are fascinated by dinosaurs. How exciting it would be to make a new dinosaur discovery, find hidden treasures or unlock secrets of the past!

    © Norah Colvin
    © Norah Colvin

    It is possible that many more dinosaur, and other, discoveries are yet to be made. The world’s only known evidence of a dinosaur stampede was found in Australia just a little over fifty years ago.  Even more recently a gardener in the UK found a dinosaur bone in his backyard! In the US, if you find a dinosaur fossil in your backyard it’s yours to keep!

    According to this video, finding dinosaur fossils is quite easy:

    The excitement of making new discoveries  and finding answers to questions is motivation for many.

    In his book Good Ideas: How to Be Your Child’s (and Your Own) Best Teacher Michael Rosen relates a story told by David Attenborough. He says that, as a child, David took an interest in bones and if he was out walking and found some he would take them home and ask his father (a GP so would probably know) about them.

    But his father didn’t just tell him. Wanting his son to be curious and interested in finding things out for himself, he responded, for example: “I wonder if we can work it out . . .” They would then look through books about zoology and anatomy and try to identify the bone’s origin.

    Knowing that it is through the comparison of found bones with bones of familiar creatures that scientists have been able to work out much of what we now know about dinosaurs and other extinct creatures makes such an activity even more exciting and inspirational.

    Rosen goes on to share an experience from his own school days. When a teacher confessed to students that he didn’t understand Comus by Milton, which had been set for study, the class and teacher spent the year together figuring out its meaning. Rosen compares the effectiveness of this approach to many others, stating that study techniques, “didn’t teach me how to find things that I really wanted to learn about. It didn’t take me down interesting side-alleys where I would find things that I didn’t know I would be interested in until I found them.” But he says what he learned from exploring Comus was “something that’s more to do with feeling than knowledge or learning: it was a confidence that I could investigate and discover things for myself. It’s ironic, isn’t it, that I got that feeling from someone who quite genuinely didn’t understand something?

    A sense of wonder and curiosity, and a desire and willingness to find out for oneself answers to one’s own questions is fundamental to learning. Digging in the dirt occasionally can’t do that much harm. You never know what new discovery you may make!

    Moini, A treasure chest with lots of twinkling gold coins, https://openclipart.org/detail/188617/treasure-chest
    Moini, A treasure chest with lots of twinkling gold coins, https://openclipart.org/detail/188617/treasure-chest

    The thought of just such a discovery is what inspired my response to Charli’s challenge:

    Digging for gold

    Her spade crunched against the obstinate soil. Then tap, tap, tap, another thin layer loosened. She scooped up the soil and tossed it onto the pile growing steadily beside the excavation site. With expectant eyes and gentle fingertips she scanned each new surface. Then again: tap, tap, tap — toss; tap, tap, tap —toss!

    She pushed back her hat to wipe her sweaty brow, leaving a smudge of dirt as evidence. She glanced skyward. The sun was high. She’d been digging for hours. She must find something soon. What would it be? Pirate’s treasure or dinosaur bones . . .?

     

    Thank you

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

     

     

     

     

  • Are you game?

    This week at the Carrot Ranch Charli Mills is talking about childhood games and has challenged writers to In 99 words (no more, no less) write a story that involves a children’s game or rhyme. I think she chose this topic just for me. Thank you, Charli.

    I love games and am a strong believer in the use of games to enhance learning. I have memories of playing games that span my lifetime, from early childhood until the present, and have visions of playing games far into the future.

    Johnny Automatic, cartoon of a girl and boy playing with a ball https://openclipart.org/detail/721/playing-ball
    Johnny Automatic, cartoon of a girl and boy playing with a ball https://openclipart.org/detail/721/playing-ball

    One of my earliest memories of an organised game was of “Drop the hanky” played at a birthday party. I was about five years old at the time. I think that perhaps, until this event, I had only ever played imaginative games with my brothers and sisters. I was obviously not familiar with the rules or the ethos of the game. I’ll let my flash (non-) fiction explain.

    Plum pudding

    We sat in the circle chanting,

    “I wrote a letter to my love and on the way I dropped it.”

    “It” skipped around the outside, waving a handkerchief.

    “One of you has picked it up and put it in your pocket.

    Not you. Not you. Not y-o-u!”

    Suddenly “It” was running and children were scrabbling behind them.

    “Run,” they called.

    Then “It” was beside me.

    “Plum pudding!” they all screamed hysterically.

    The adult pointed to the centre of the circle. “We’ll have you for dessert,” he grinned.

    I cried, wondering what it would be like to be eaten alive!

    © Norah Colvin 2015
    © Norah Colvin 2015

    Obviously I was traumatised for the memory to be so vivid and almost nightmare-like since the memory ends abruptly with the fear. Obviously I wasn’t eaten for dessert, I survived the trauma and, to complete the fictional narrative, I guess you could say “I lived happily ever after.”

    But games don’t need to be traumatic. Games are better when they are fun; and I have many more memories of having fun with games than I do of being traumatised by them. Some of my “best” memories are of the laughs shared playing games like “Balderdash” and “Billionaire” when we (hub, son, daughter and partners) set aside traditional holidays for playing games together as a family. My house may have shelves laden with books, but they also have cupboards bursting with games.

    © Norah Colvin
    © Norah Colvin

    We didn’t always play purchased games. Sometimes we made up our own. It takes some skill in problem solving to think up a new game that will be fun to play with just the right amounts of challenge and competition, and an equal chance of “winning”, if there is a winner. Games without a winner, played for the fun of playing, are just as enjoyable.

    I have always included games in my class program. As well as being fun, if carefully chosen they can also progress learning. Games can be played at the beginning and conclusion of sessions; at transition times to reenergise, refocus and refresh; and as part of the teaching/learning program with whole class, small group or individual participation for targeting practice of particular concepts.

    One obvious benefit of playing games is the development of social skills such as:

    • Sharing
    • Taking turns
    • Cooperation
    • Dealing with competition
    • Accepting a loss
    • Accepting a win graciously

    In their book “A New Culture of Learning: Cultivating the Imagination for a World of Constant Change”, Douglas Thomas and John Seely Brown talk about ““arc of life” learning, which comprises the activities in our daily lives that keep us learning, growing and exploring.” They say, “Play, questioning, and — perhaps most important — imagination lie at the very heart of arc-of-life learning.”

    Throughout the book they talk about the importance of collaboration in engaging online in multi-player games and say that When understood properly . . . games may in fact be one of the best models for learning and knowing in the twenty-first century . . . Because if a game is good, you never play the same way twice.

    monopoly

    Robert Kiyosaki in his book “Why “A” Students Work for “C” Students and Why “B” Students Work for the Government” talks about the importance of learning through games and explains how he learned, and was inspired to learn more, about finance from playing “Monopoly”. He says that Games are better teachers than teachers.” While I prefer to not agree with that statement in its entirety (I don’t even like playing Monopoly), I could understand his reasons for making it.

    Rarely a day would go by that at least one game wasn’t played in my classroom. We would play games in literacy groups that required children to read and think critically. We would play games in maths groups to practice skills in fun ways or to solve problems cooperatively. We would play games in science to try out ideas or research information. Some of the games involved physical as well as mental activity. Some were played with the entire class, and some on their own.

    One game we used in maths groups as well as an activity in the last few minutes of the day was a problem solving game that I was involved with from its inception, The Land of Um or, as it is known in the UK, Scally’s World of Problems. (Also available as an app.)

    http://www.greygum.com.au/nebula/index.php/the-land-of-um

    Scally

     

     

     

     

     

     

     

    When I was asked for an idea for a program, I suggested something that required children to explore to find out “what happens if” and “how things work”, much as they learn from their exploration of the “real world”. I also suggested that what they learn be consistent and apply at the next level. From that small seed and through the collaboration and synergy of a small group of creative people the “Land of Um” was born.

    Because, in my recollections anyway, it was “my” idea, I am very proud of “Um” and enthusiastic about its potential to encourage children to develop the thinking skills involved in solving problems.

    Um app

    In my class the children worked enthusiastically and collaboratively in small groups on an interactive whiteboard, taking turns to control the “Um” while working together to find the solution to each puzzle. As the level of difficulty increased the children needed to plan ahead, to visualise steps and predict what would happen and the effects of different actions. At each new level and in each new world, while the basics remained consistent, there was always something different to learn and explore. The children never tired of the using the program and were always eager to be the one to suggest the solution to the next problem. It was/is a joy to know that I had a part to play in the design of this program that has so many benefits to learners, not least of which is the fun of working together to solve problems.

    How significant are games in your life? What special memories do you have?

    If you are interested, there are many more stories about games to read on Charli’s blog.

    Thank you

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

     

     

     

  • Five Photos Five Stories — Day four

    Back to Day one (books) and introduction to the challenge

    Back to Day two (writing)

    Back to Day three (Break out)

    My retirement jetski

    My retirement jetski
    My retirement jetski

    Geoff Le Pard threw me a challenge to post five photos and five stories over five days. He is probably just as surprised as I am that I took him up on it, especially as this week is particularly busy and significant.

    Tomorrow I finally break up with a relationship that has been on-again-off-again for over forty years. Tomorrow is my last day working for Education Queensland. While I then become “officially” retired, some of you may know that I am not very fond of that “R” word and prefer to think of my life as taking a redirection.

    In a couple of weeks’ time I commence another part-time job at the University of Queensland with the exact number of hours for me to remain “officially” retired, but nominally “working part-time”. The remainder of the week I will continue to write and work towards fulfilling my goal of establishing an online store of educational resources. This is where the jetski comes in.

    There are many expenses involved with preparing content for the website including getting work illustrated, having the website designed and, hopefully, if I can figure out a way, having interactivity added to some resources. Deciding how much cost is acceptable is difficult when there is no guarantee of ever getting any return, and often the time I spend tapping away on my computer keyboard when I could be doing other things comes into question.

    The fact is I love tapping away on my computer keyboard writing works of my choosing, and the expenses involved are necessary in order to make my “creations” available to others through a website. If I were to choose a jetski, a sports car or an around the world cruise as a retirement gift for myself, as many do, and spend hours each day riding the waves or the roads, no one would question my choice of activity or the cost of the initial purchase or ongoing maintenance. They would be pleased that I was having fun, enjoying my later years. Well, for the moment at least, writing is my pleasure and I (try to) justify the expense by calling it my “jetski”.

    As my work targets an early childhood market, illustrations are an essential accompaniment to my work. When I first registered my business and domain name, my (graphic designer) niece designed my logo and beautiful banner, which you see at the top of my blog, and produced illustrations for some stories. Recently I have had other illustrations done by artists from 99designs so I am starting to make headway in that direction.

    Kari Jones (ArtbyJonz), who did the S.M.A.G. badge has produced illustrations for two stories. Here is a sneak peek at one illustration from each:

    ArtbyJonz ©Norah Colvin 2015
    ArtbyJonz ©Norah Colvin 2015
    ArtbyJonz ©Norah Colvin 2015
    ArtbyJonz ©Norah Colvin 2015

     

     

     

     

     

     

     

    and sneak peeks of illustrations for stories by Sketcherlady, Goetia and Tyohermawan, to whom I awarded the first contest.

    sketcherlady ©Norah Colvin 2015
    sketcherlady ©Norah Colvin 2015
    Goetia ©Norah Colvin 2015
    Goetia ©Norah Colvin 2015
    tyohermawan ©Norah Colvin 2015
    tyohermawan ©Norah Colvin 2015

    I have been very happy working with each of these designers. They have all been very helpful and accommodating and worked hard to produce illustrations to match my requests. I am happy to recommend any of them if you are looking at getting some work illustrated.

    The next step is to speak with a web designer. I must say I’m a bit fearful of the cost, but hey, it’s my jetski.

    What seems to be more problematic at the moment is adding interactivity to some resources. PowerPoint has some facility but not enough. I looked at another program recently which promised any interactivity I could imagine. But unfortunately the program designers had not imagined what I had! I discussed some of my requirements with a friend who is learning to code and he thought it would even be difficult to code what I want. Since these open-ended interactions are to be a point of difference for me, if I can’t have them, I may need to trade-in my jetski on something completely different. Maybe a novel? (That must be pretty easy, eh Geoff?) I’m not sure I’m ready for that. If you have any suggestions about adding interactivity to resources I’d love to receive them please.

    I nominate my lovely fellow local Queensland bloggers to take up this Five Photos Five Stories challenge should they so wish:

    Irene Waters who writes memoir and blogs at Reflections and Nightmares and already shares many beautiful photos and stories;

    Desley Jane, a girl with a camera who blogs at Musings of a Frequent Flying Scientist; and

    Marigold Dicer who blogs at Versus Blurb but who has popped off the scene temporarily while she completes what used to be called “prac” teaching when I went to college.

    Please be aware that your participation is completely voluntary. I know each of you already post frequent photo stories. However if you choose to participate, I hope you enjoy the challenge as much as I have. 🙂

    The “rules” of the Five Photos, Five Stories Challenge are:

    1) Post a photo each day for five consecutive days.
    2) Attach a story to the photo. It can be fiction, non-fiction, poetry, or a short paragraph. It’s entirely up to the individual.
    3) Nominate another blogger to carry on the challenge. Your nominee is free to accept or decline the invitation. This is fun, not a command performance!

    Thank you

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

     

  • Five Photos Five Stories – Day two

    Back to Day one and introduction

    What am I?

    One may wonder why I have responded to Geoff Le Pard‘s challenge almost immediately when there are other invitations that have lain opened but unanswered for longer than I like to admit. For example, some months ago Anne Goodwin tagged me in a writing process blog hop. She shared the what, how and why of her writing process and invited me to share mine. She applied no pressure or time constraints and neither nudged me to comply nor chastised me for not having done so.  Not quite as long ago Sherri Matthews tagged me in a work space blog hop. She shared beautiful images and descriptions of her delightful Summerhouse writing space and invited me to share mine. Sarah Brentyn then shared some questions for writers that I hinted I might answer, but haven’t yet.

    Why the procrastination?

    1. I’m still figuring out what kind of writer I am and how to describe my process.
    2. My writing space isn’t all that exciting. It’s a just a laptop sitting on a desktop that is cluttered with books and other paraphernalia waiting to be organised or dealt with, and surrounded by shelves filled with more of the same; not a bad analogy to my writing process perhaps.
    3. I’ve been working in other quadrants, dealing with ‘easier’ stuff as it arises.

    As with Geoff’s challenge, responses to these blog hops are not compulsory and there is no set time-frame but I do wish to, and do intend to, answer them. Thank you Anne, Sherri and Sarah for your patience. I will get there. Eventually.

    My writing space 14 May 2015
    My writing space 14 May 2015

    My procrastination is in part due to the way I view myself as a writer.

    I find it difficult to define the “type” of writer I am. That I am a writer is true. But what kind? I wonder if I am a writer without a label, without a box?

    Perhaps if you can help me answer this I’ll be more confident about joining in conversations about writing.

    I am not a novelist, not a poet, not a biographer or an auto-biographer, not a picture book writer . . . I am an educational writer, incorporating something of each genre.

    I remember doing a psychometric test at some past time. The results suggested that a desire to be everything to everybody would be my undoing. Perhaps that is also an issue with my writing?

    Sometimes when asked by other writers what type of writing I do, for want of another label I refer to myself as an educational writer. I immediately feel a shrinking away as if educational writing isn’t ‘real’ writing and I’m perhaps not a “real” writer.

    “Oh educational writing,” they judge, “that’s so prescriptive. It’s not creative.”

    Sure I have done my share of prescriptive writing. The “writing” for which I have been employed for the past three years is definitely prescriptive – more cross the “t”s and dot the “i”s without a modicum of creativity; and as my list of publications shows, I have written workbooks for other publishers, “prostituting” myself one kind-hearted friend suggested. But there are worse ways to earn a living, right?

    I don’t consider my self-initiated educational writing as prescriptive. Most of what I write is designed to encourage thinking, problem solving, creativity, interest in a variety of topics, or develop literacy and numeracy skills, but definitely not in a structured, skills-oriented, prescriptive approach. I write fiction, non-fiction and poetry; and open ended materials that encourage children to question. I love to add a touch of humour where possible and mostly aim for engaging materials that motivate thinking and learning.

    My current writing schedule involves writing content for this blog and for an in-progress online store of early childhood educational resources.

    So, what sort of writer am I?

    There is one I know I am not. I am not a songwriter.

    I nominate Anne Goodwin, Sherri Matthews and Sarah Brentyn to take up this Five Photos Five Stories challenge if and when they so choose. But they need to be aware that I require no more of them than they have expected of me!

    The “rules” of the Five Photos, Five Stories Challenge are:

    1) Post a photo each day for five consecutive days.
    2) Attach a story to the photo. It can be fiction, non-fiction, poetry, or a short paragraph. It’s entirely up to the individual.
    3) Nominate another blogger to carry on the challenge. Your nominee is free to accept or decline the invitation. This is fun, not a command performance!

    Thank you

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

  • Five Photos Five Stories – Day one

    For the love of books

    This week I was surprised to be nominated by, writer extraordinaire, Geoff Le Pard in a Five Photos Five Stories challenge. Geoff blogs at TanGental where he shares numerous and beautiful photos of his garden, family, travels and adventures. He writes an eclectic assortment of prose and poetry, memoir and fiction, with content both challenging and humorous. He also posts at the speed of light with at least one post each day. I can understand why the challenge would appeal to Geoff.

    I’m not like that. I tend to stick to my routine of two posts each week and write mainly expository text about education with a response to a flash fiction prompt by Charli Mills thrown in. I rarely write explanations of or stories about photos and mostly use photos to support and add interest to the page. Why would Geoff nominate me?

    Well it seems Geoff must have known something about me that I didn’t, as I have decided to throw caution to the wind and join in the challenge.

    The rules of the Five Photos, Five Stories Challenge are:

    1) Post a photo each day for five consecutive days.
    2) Attach a story to the photo. It can be fiction, non-fiction, poetry, or a short paragraph. It’s entirely up to the individual.
    3) Nominate another blogger to carry on the challenge. Your nominee is free to accept or decline the invitation. This is fun, not a command performance!

    For my first photo I have chosen, and you won’t be surprised, books:

    books

    These are just a few of my favourites. As you can see I have chosen a range including picture books and chapter books for children and both fiction and non-fiction titles for adults. There are others that should have been there but I could not fit my entire collection into one photo!

    Books have always been an important part of my life and I think a love of reading is one of life’s greatest pleasures. My love of books and reading is one of the reasons, if not THE reason I feel so passionately about education and the teaching of literacy. Sharing a learner’s excitement at becoming literate is both an honour and a joy. I have been privileged to share that excitement with many children during my teaching career, and of course with my own two children who both learned to read well before starting school.

    I have written about the importance of reading many times before, including here, here, and here.

    For this post, and for this photo, I will share ten totally random recollections of books and reading from my younger years.

    I remember:

    • books as gifts for Christmas and birthdays
    • an expedition to the council library, a six-kilometre walk there and back, each Saturday afternoon for an armful of books to read during the week
    • being deaf to the world when totally absorbed in a book for hours on end (particularly so when there were jobs to be done)
    • the eagerness of wanting to get to the end of a book and the sadness and reaching the last page
    • the excitement of finding the next book in a series or by a favourite author
    • marvelling at words and phrases for the imagery or feelings they evoked
    • enjoying an author’s style and trying to emulate it by writing and writing and writing, and wishing to one day be an author too
    • the smell of new books
    • tracing the embossed lettering on the hardcover when the jacket was removed
    • being fiercely protective of my books and having a great dislike of seeing them torn or marked
    • the joy of ownership

    And now I nominate the lovely Michelle James who blogs at Book Chat to take up this challenge if she so wishes. Her love of books is at least as great as my own!

    Thank you

     

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

  • Revisiting The Very Hungry Caterpillar

    Recently, in a post introducing the idea of S.M.A.G. (Society of Mutual Admiration and Gratitude), I reflected upon my blogging journey and the gradual growth of readership and development of a S.M.A.G. over time. With this reflection came the realisation that many have missed earlier posts. That realisation, along with a comment by Sarah Brentyn, prompted me to share a few of my favourites.

    The Very Hungry Caterpillar

    The first posts I will revisit are from a series about using Eric Carle’s picture book The Very Hungry Caterpillar for educational purposes in an early childhood setting.

    The series of four posts;

    • explores benefits of reading picture books to children
    • questions the place of factual information in fictional texts, and
    • suggests the importance of teaching critical literacy from a young age.

    Nor and Bec reading

    I will provide a brief overview of each post. I would be delighted to have you  follow the links to read the posts in full.

    Searching for meaning in a picture book — Part A

    In this post I explained that sharing picture books with children has many benefits, including:

    At home:

    • It can help strengthen the parent-child bond, becoming a special time of togetherness and of sharing stories and ideas.
    • It has a very positive effect upon their learning, helping them develop language, knowledge of print and books, and exposes them to new ideas and concepts.

    8-12-2013 7-38-33 PM

    In early childhood classrooms, The Very Hungry Caterpillar provides opportunities for work in many subject areas including:

    • Literature appreciation
    • Reading
    • Maths
    • Visual arts, and
    • Philosophical inquiry, but not Science (as I will explain later)

     

    Searching for purpose in a picture book – Part B

    In this post I discuss some purposes for using picture books and raise some questions about their content.

    A sampling of purposes:

    • encourages a love of reading and books
    • develops vocabulary and knowledge of language
    • provides a link between the language of home and the language used in the wider community and in education
    • supports beginning readers
    • inspires imagination
    • provides opportunities to discuss feelings, emotions, ideas, responses
    • develops feelings of empathy, identification, recognition, hope
    • instils an appreciation of art

    spiderswirl2

    Some questions:

    Do fictional picture books have a role, and do picture book authors have a responsibility, in imparting factual information in their books?

    Does it matter:

    • that, although lions don’t live in jungles, they are often referred to as “King of the jungle” and appears in that setting in many stories?
    • if animals that don’t co-exist, for example penguins and polar bears, appear in stories together?
    • if the portrayal of animals in stories is not anatomically correct, for example spiders shown with legs joined to their abdomens rather than cephalothoraxes?

    Do errors such as these influence children’s understanding of the world?

    How should adults handle the misinformation when sharing books with children?

     

    Searching for truth in a picture book – Part C

    In this post I refer specifically to inaccuracies in The Very Hungry Caterpillar and the pervasiveness of the misconceptions, if not totally attributable to the book, then at least in part. I suggest how acknowledging the inaccuracy can help develop critical literacy.

    In his book Eric Carle writes that

    “He (the caterpillar) built a small house, called a cocoon, around himself. He stayed inside for more than two weeks. Then he nibbled a hole in the cocoon, pushed his way out and . . . he was a beautiful butterfly!”

    Monarch butterfly

    However, as this (hopefully correct) information from the Australian Museum shows, butterflies do not spin cocoons around themselves. Moths do. Some butterflies and skippers do form a silken shelter, but not a cocoon as in Carle’s picture book.

    Unfortunately many articles found in an internet search share the same misinformation. I wonder how many adults grew up believing what Carle shared through his picture books. Even teachers have been surprised to learn that butterfly caterpillars do not spin cocoons.

    In the original post I share some lovely videos related to butterfly and moth metamorphosis. It is worth taking a peek at them.

    Does it matter if children (and adults) think that butterflies hatch out of cocoons? Eric Carle didn’t seem to think so. Do you?

    Finding power in a picture book – the main event

    In this post I argue that The Very Hungry Caterpillar has no place in a science lesson because of the misinformation contained therein: caterpillars do not eat many different foods and butterflies do not come out of cocoons.

    ryanlerch_thinkingboy_outline

    The greatest value of the book is as a tool for teaching critical literacy; for teaching children that just because something is in print, doesn’t make it true. It is also important to realise that misinformation is not restricted to picture books, and that they need to question all sources of information for the author’s credentials and purpose in writing.

    I suggest that teachers and parents:

    • point out inaccuracies and inconsistencies
    • encourage children to evaluate what they are reading and hearing against what they already know
    • support children to verify the source of the information and to check it against other more authoritative/reliable sources
    • help children to recognise that every author has a purpose and to identify that purpose
    • invite children to ask questions about what they are reading and to interrogate the content
    • encourage them to question, question, question.

    Eric Carle says “If we can accept giants tied down by dwarfs, genies in bottles, and knights who attack windmills, why can’t a caterpillar (sic) come out of a cocoon?”

     

    What do you think? Do picture book authors have a responsibility to be accurate? Is a butterfly coming out of a cocoon in the same realm as giants tied down by dwarfs? Would we accept a child hatching out of an egg? What parts of a story should be based in reality and which parts can be imagined?

     “Why can’t a butterfly come out of a cocoon?” asks Eric.

    Well, Eric, they just don’t.

    Thank you

    Thank you for reading. I appreciate your feedback. Please share your thoughts about any of issues I have raised in these posts.

     

  • Playing with possibilities

    127

    Creating an environment which nurtures children’s learning and development is as important as creating an environment that nourishes and encourages the growth of plants in a garden. The link between the two was first recognised by Froebel in the early 19th century when he coined the term “kindergarten” which translates to “garden for children” (kinder meaning child and garten meaning garden), and created the first educational toys.

    Froebel “devoted his life to educating children and developing methods to maximize human potential”. He was the first to recognise the importance of a child’s early years (birth to three) and considered creativity to be something in all of us.

    Froebel’s kindergartens were the first “formal” education for young children and his work greatly influenced that of other educators such as Maria Montessori and Rudolf Steiner. His beliefs, for example that children have both unique needs and capabilities are still influential today. He believed in the importance of play and some of his toys were favourites of people such as Buckminster Fuller and Albert Einstein.

    I have touched on the topics of play, creativity and children’s uniqueness in previous posts. A respectful, encouraging, nurturing and stimulating environment underpins all that I value in education; as does a belief in the power of play to develop understandings of self, of others and relationships, of the world and how things work, and to inspire thoughts of what could be, to imagine possibilities never before imagined.

    The poem Education is expresses my beliefs about education and has informed my decision making every step of the way.

    In documents prepared for introducing myself to other educators or potential employers I explained it this way:

    Statement of values:

    I value individuality over group consensus

    I value creativity over conformity

    I value self-discipline over imposed order

    I value ingenuity over “one right way”

    I value choice over restriction

    I value questioning over silence

    I value independence over dependence

    I value self-confidence over submission

    I respect children as people in and with their own rights. I provide an environment which is rich, stimulating, open and caring, and in which the characteristics I value can flourish.

    At the time of writing it I believed it to be a true reflection of my values and the environment I provided in my “Create-A-Way” sessions, and would provide in the independent/alternative school I was working towards establishing.

    The values of the “school” I was setting up were stated this way:

    Colo Values

    Just as it is important for gardeners to learn from the wisdom collected by other gardeners, it is important for teachers to learn from the wisdom collected by other educators.

    56

     

    Without a set of guiding principles it is easy to be blown off-course by the winds prevailing at the time. While I acknowledge that I may have fallen far short of the values espoused, that they guided my direction, decisions and choices could not be questioned. The current climate makes it difficult, but I am yet to read of a time that could be considered a golden age of education.

    36

    This week at the Carrot Ranch Charli Mills is talking about roses; roses that grow in gardens and roses as symbols of life’s pleasures and joys. She challenged writers to In 99 words (no more, no less) write a story that includes a rose.

    Because my blog has an educational focus, I always like to give Charli’s prompt an educational twist. Over recent months I have enjoyed the additional challenge of finding a way of applying the prompt to the life of Marnie, a character whose story I have been developing.

    Marnie is from a dysfunctional family and suffers many disadvantages. Fortunately she has found an ally in an art teacher who helps her develop self-respect and hope for a better future. A few weeks ago (in response to a different prompt) we learned that she had lived under a different name after leaving home. Could it perhaps be Rose, a name inspired by this interaction with her adored teacher?

    99

    Still life

    Marnie observed the roses Miss R. had arranged for class, carefully assessing the colours and studying the lines while sketching them on the canvas, striving to match their perfection. Oblivious to all but Miss R. and the roses, for one hour nothing else mattered.

    As other students streamed out Marnie hung back to chat with Miss R.

    Miss R. handed her a rose from the vase saying, “You are that rose. You may be surrounded by thorns, but the beauty of the rose is inside you. Remember that always. A rose by any other name would smell as sweet.

    Thank you

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

  • S.M.A.G. is here!

    writing

    In just a couple of months it will be two years since I started blogging. Writing a blog had never been a goal of mine. In fact it would be fair to say that until I started blogging I didn’t have much of an idea of what it was; or of any social media platforms for that matter. I was a latecomer to the party considering, according to Wikipedia, blogging began in the 1990s!

    My goal at the time of beginning blogging was, and still is, to set up a website of educational resources for use in early childhood classrooms or homes. The main message I received when attending a writers’ seminar about digital publishing was the importance of having an “online presence”. I took the advice and started tweeting and blogging.  Here I am now, a semi-experienced tweeter and blogger, still a bit unsure about the online presence.

    tweet bird

    I started blogging with a goal of posting twice a week, which I have pretty much maintained since then. Initially I had just few readers, all of whom were “real” people, family and friends, I already knew. As much as I was, and am, very grateful for their continued support and encouragement, it was very exciting to receive my first “outside” comment two months later.

    It was over four months before any new readers visited and commented regularly. Some of those first readers are still with me (Anne and Caroline), others have moved on, and others have since joined. Now I have a wonderful group of online friends. As with offline friendships we interact when we can, exchanging comments and ideas with each other, mostly on our blogs and Twitter.

    https://openclipart.org/detail/117199/Friendship
    https://openclipart.org/detail/117199/Friendship

    I have been as fortunate with my online friendships as I have with my offline friendships. (I was tempted to use the word “real” instead of “offline”, but I consider my online friendships no less real.) We don’t have to see each other every day, every week, or even every month, for the friendships to flourish. Wherever the friendships form, they require certain ingredients to keep them strong, including:

    respect, acceptance, attention, appreciation, gratitude, and open communication that goes both ways.

    I really appreciate people who challenge and extend my thinking as much as those who are happy to jump on my bandwagon with me, or just come along for the ride.

    Gerald_G, Kids wagon https://openclipart.org/image/800px/svg_to_png/40459/Kids-Wagon.png
    Gerald_G, Kids wagon https://openclipart.org/image/800px/svg_to_png/40459/Kids-Wagon.png

    During the past few months when some of my blogging friends and I have been sharing appreciation for each other and our comments, I have suggested that we belong to S.M.A.G.: The Society of Mutual Appreciation and Gratitude.

    It started off in a light-hearted way (yes, I coined it) but others seemed to appreciate the thought and welcomed the idea of belonging to a group that required of them no extra effort. I decided that a S.M.A.G. badge to be displayed by anyone who wished was in order.

    In a previous post, I discussed the need for Making choices in how I allocate my use of time while working towards achieving my goals (including posting twice weekly). I shared thoughts about using a contest on 99designs to obtain illustrations for some of my work. While I was very happy with the illustrations, I was a bit uncomfortable with the contest process. However I decided that engaging each of the three runner-up finalists to do other illustrations in a guaranteed one-on-one project would (in my mind) help, in a little way, to make up for all the work they had done without reward. I have since done this and feel much happier about the process and am pleased with the results.

    One of the designers, Kari Jones (ArtbyJonz), is now illustrating a second book for me and I approached her for the S.M.A.G. badge. This is what she produced. I love it. I hope you do to.

    SMAG ccbyncnd

    If you would like to display it on your blog, and share it with your blogging friends, I would be honoured for you to do so, but please attribute it to me and link back to this page.

    I have found Kari wonderful to work with. She has been very helpful and accommodating and I am delighted with the artwork she has produced for me. If you are looking for illustrations I am happy to recommend Kari. You can check out some of her other work on her ArtPal page and contact her on Facebook if you have any queries.

    So thank you, all my friends, for your continued support and readership. Whether or not you choose to post the badge, you are still part of S.M.A.G. and it is a pleasure knowing you.

    Thank you

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

  • A garden party

    www.openclipart.org
    http://www.openclipart.org

    The purposes of education are many; but perhaps one important purpose of “free” public schooling is to ensure that everyone is provided with the opportunity of being educated. While this goal is achieved to a certain extent, inequalities of opportunity still exist, many of which are related to socioeconomic status (SES).

    letter from Camus

    While there is no doubt that a teacher can have a powerful effect upon the lives of students and any teacher would love to receive a letter such as that written by Albert Camus, socioeconomic status is often considered to be the most reliable predictor of success in school and, therefore, in life. There are many reasons for this, few of which have anything to do with intelligence.

    www.openclipart.com
    http://www.openclipart.com

    According to Macquarie University the majority of students in tertiary education are of mid to high socioeconomic status. The parents of these students may have professional backgrounds and may have attended tertiary institutions themselves.  Most have an appreciation of the benefits of higher education and are able to continue supporting their students, to some extent, while they study.

    While students of lower SES are attending tertiary institutions in greater numbers they are disadvantaged in doing so by a number of factors, primarily financial in origin. Although Australia is supposedly free of class distinctions, attitudes towards those from lower SES areas are often demeaning and unsympathetic. Students from these areas may battle to develop the self-esteem that seems to be a birthright for others from more privileged backgrounds. The negativism with which they are viewed, and some come to view themselves, can become a self-fulfilling prophecy.

    Ready for school - year 2
    Ready for school – year 2

    I was a fortunate one for, while I grew up in a family with low SES background, my parents saw the value in education and sacrificed much for their children to have the opportunities it provided. The high costs of tertiary education that are now incurred could not have been afforded, but I achieved well enough in school to obtain a scholarship to teachers’ college and a three-year bond (guaranteed employment) when that was finished.

    Nowadays there is no such thing as guaranteed employment and few scholarships. Many families cannot afford to have post-secondary/adult students continue to live at home and not contribute to expenses while they undertake further study. This means that students have the additional burden of working while they are studying. Many opt out of study altogether to seek long term employment, often in low paying jobs with little opportunity for advancement. And so the cycle continues. The lack of permanent employment even for graduates makes deferring earnings less desirable again.

    caravan

    Of course the disadvantage doesn’t just begin when approaching final years of school. The impacts can be observed from the earliest age. (My suggestion for an early learning caravan addresses this in part.) Although education is provided “free” to students, there are many other associated costs that families may struggle to meet, such as books, equipment, and extra-curricular activities such as excursions and incursions.

    In most Australian schools, the wearing of uniforms helps to minimize differences that may otherwise be obvious by choices of clothing and footwear. It also helps to reduce costs. Sometimes additional activities can be a drain on family expenses, and while many schools will fund expenses for those in need, not all families are willing to ask for that help.

    DCF 1.0

    Studies have shown that many children arrive at school without having eaten breakfast. While this phenomenon can occur in any family, it is more prevalent in low SES areas. Some schools are now providing a healthy breakfast for students when they arrive at school. I think this great as hungry children tend to have difficulty concentrating and learning, are often lethargic and may suffer from mood swings and negative attitudes. I know how irritated I become when I am hungry. My family “joke” about not getting in the way of me and my food! How much worse for children who come to school with empty bellies.

    Of course these issues are compounded for children who live in dysfunctional families. As much as we may try to be inclusive and equitable in the way we treat them, these students are often the ones who notice their differences and inadequacies and become most self-critical. It can be a very difficult task to change the attitudes and habits of generations.

    This week at the Carrot Ranch Charli Mills talked about attending a garden party. The hosts and guests at this party had obviously enjoyed some of the finer things that life reserves for a few.

    lake-pend-oreile-cruise-may-21-31

    Charli shared a photo of a rather idyllic spot on an island and challenged writers to In 99 words (no more, no less) write a story, using the above photo as a prompt.

    Well the photo is beautiful, but I couldn’t get away, I was stuck at the garden party. I thought it was a wonderful analogy for the rewards that can be had from an education; rewards that may be obvious and perhaps available to many, but rewards that may be out of reach to others because of circumstances over which they have no real control. I thought of Marnie who suffers the double disadvantage of a dysfunctional family in a low SES area; but who knows there is something better out there and wants it for herself.

    Thanks to Charli for her prompt, here is another episode from Marnie’s life. I hope you enjoy it.

    The garden party

    Marnie’s face pressed into the bars of the tall white gate with amazement: white-covered tables laden with food; chairs with white bows; white streamers and balloons; and a band!

    But the ladies had her spellbound with elegant dresses and high, high heels; flowers in their hair and bright painted lips.

    A man in uniform opened the gate to guests arriving in limousines. Marnie followed.

    “Not you, Miss,” said the uniformed man.

    Marnie held out her invitation, “Jasmine . . .”

    But he’d closed the gate and turned away.

    Marnie looked down at her stained dress. What was she thinking?

    Thank you

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

  • Understanding family relationships

    At the Carrot Ranch this week Charli Mills is talking about cold cases and challenges writers to, In 99 words (no more, no less) write about an old mystery in the current time. Is it a discovery? Is it solved? Does it no longer matter, or does it impact innocent generations in between?

    My thoughts immediately turned to a mystery that occurred in my family over one hundred years ago when the two-year old brother of my grandfather disappeared and was never seen again.

    http://www.clker.com/clipart-10083.html
    http://www.clker.com/clipart-10083.html

    Most families do have a skeleton or two in the closet. Not all families like it to be known. Many Australian families who can trace the arrival of ancestors back to before the end of convict transportation in 1868 can find a convict in their ancestry. I have two; one on each side of the family. Generally the reasons for transportation were rather minor so I am not too concerned about sharing that information. In fact, many Australians are delighted to find a convict in the past as it adds a little interest and colour to their family tree.

    Children generally love to hear stories of their own lives and families. I have written about that before here. However young children probably have no need for or interest in delving as far back into family history as the three stories I have mentioned above. An interest in ancestors further back than living relatives (grandparents and great-grandparents) usually develops later, if at all.

    A great place to start thinking about history in early childhood classrooms is sharing stories about the families of children in the class. Most classes in Australia are comprised of children from variety of backgrounds so sharing those stories helps to develop an appreciation for each other as well as knowledge of the world. I developed a unit called Getting to know you for use in early childhood classroom which aims to develop discussion about family histories.

    But children can start learning about family relationships even earlier than that by discussions of who’s who in the family and explanations of the words and relationships; for example father/daughter; brother/sister; aunt/niece; grandmother/granddaughter. Here is a picture of some pages of a book I made for Bec when she was just a little tot, just to give you the idea.

    family book

    Photo books of family members are much easier to make these days with digital photos and programs such as PowerPoint, as well as glossy books you can make and order online.

    I am very proud of my two grandchildren, as any grandparent would be, and am pleased to say that they have a good understanding of who is in their family and their relationships to each other. It is a frequent topic of discussion. However I was very tickled when my three year old granddaughter proceeded to tell me, with some excitement, that her Daddy and her Aunty Bec were brother and sister in real life; in REAL life, she emphasized.

    Regular readers of my blog may be familiar with a character I have been developing in response to Charli’s flash fiction challenges: Marnie. Her story is not real life but, sadly, aspects of it could be, for others. There was a period of about twenty years when, after escaping her dysfunctional family, Marnie was untraceable, living without any connection to her family and past, a mystery. It took authorities five years after both parents had passed to track her down with the ‘news’. This episode takes up there.

    Found

    The officers looked friendly enough but still she tried to hide the tremble in her soul and tremor in her voice behind the blankness of her stare.

    She’d opened the door just a crack, as far as the chain would allow.

    “Marnie Dobson?” they asked. She shook her head. She’d not . . . ; not since . . . ; no longer. She shook again.

    They asked her to step outside. With no other option she reluctantly unlocked and emerged into the glare of daylight.

    “Marnie Dobson,” one said, “We are here to inform you . . .”

    Thank you

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