Making meaning out of all we do...

What should we make for the holiday? 

At the Passover table this year my friend was so happy to display the art projects created by her children.  We laughed a bit as we have pondered these projects and their value many times together in our years working together at our Early Childhood Center.   As parents we love to display these items during the holidays.  We love remembering our children's youth, and these artifacts are the perfect reminders.  

We spent a little time estimating how much involvement her children had in the actual creation of these projects.  Even when we knew that there was a lot of "help" it did not diminish their value.  I think that is because these items allow us a glimpse into our children's childhood.  A moment where we pause to remember holding them on our laps, nursing on our rocking chairs or holding their hand at the park.  These projects transport us to the time of their youth and all the joy we had as young parents. 

So how do we create projects that serve as memory artifacts that are both built on tradition as well as respects the child's own creative drive in the classroom?

We evaluate how to present the story that brings meaning to this project - to give the project life in the child's mind.  We involve the children in every part of the creation that we can. We strive to use materials that are not immediately permanent, so they can edit as they create.  In the end, we have a certain "project" type as a goal, but we keep an open mind - the end result may not be what we had in mind at the beginning.  We focus on the creative process, and treat the child's creative process with respect, just as we would with an adult.

A good example:  Each  year at Chanukah we want the children to make a Chanukiah.  We begin with the story of Chanukah - reading it, acting it out, doing drawings and singing songs.  Telling the story - and inviting the children to tell the story - is very important.  We ask many open-ended questions to inspire thought.  When we run to the playground, we run as if we are Maccabees feeling the wind on our face and the freedom in our hearts. We immerse ourselves in the story so that the children begin to feel it in their souls.  

Next we learn the artifacts from the story. Chanukiahs, dreidels, latkes, candles, presents, oil ... whatever we think they may have at home and from our collection.  We put these out for the students to examine and explore.  What happens next is often determined by the interests of the children.  We may end up building an ancient temple.  There might be a discussion about what makes a holy space.  We may want to sing, or we may walk to our sanctuary and quietly listen to the sound of silence as we think of the big messages from the holiday and the stories around it.  In this way, as they come to understand it more, the holiday comes to have greater meaning and importance to the children.

During this time, teachers are observing to see how Chanukah may appear in their play and conversations. We facilitate by putting out clay, paint and pieces of fabric for dress-up.   We bring in Chanukiahs from home. Some children may want to bring in one from home to show to everyone.  The Chanukiah is an important part of the story they have been experiencing in the classroom, so when we leave out clay, recycled materials, candles and other materials, the "let's make a project to take home" often does not need to be announced - they come to it naturally, on their own or as a group.  The Chanukiah is a symbol of hope, freedom and miracles. As they experience the story and learn the meaning of Chanukah, they become interested in creating their own Chanukiah.   

Or not, which is also ok.

Our preschool is motivated by the Reggio Emilia philosophy, so we work to create meaningful projects that the students create with minimal staff help.  We value all of the ways the students experience, take in and process the story and values of the holiday.  Some recent examples include: running around the class reenacting the story; pretending to cook latkes in housekeeping;  finding miracles;  making candles out of clay;  painting a picture of their family dinner.  The list could be much longer, and we value them all.  

We take the time they need to hopefully get to the point that they may want to make the holiday artifact. While we may want it as a keepsake, many children enjoy showing others their finished project.  They take great pride in this moment  "Look what I made at school!"  How we get to the finished project is very important in our philosophy.  I hope that I have been able to show the difference between our process and "today we will make a Chanukiah for Chanukah"   

We encourage the students to think about what they are creating.  In this form of self expression, students are encouraged to predict, plan, compare and problem solve. They often surprise us as they make discoveries and have unique ideas - all wonderful qualities we aim  to nurture in our students.

Each holiday or special event we consider "creating a take-home artifact"  - but we do not force it to happen.  If the classroom experience lends itself to that, it is one of many good results.  Whether or not it happens is up to each child.  The teacher adds meaning, creates possibilities for connection and meaningful joy and learning, and facilitates - then "get out of the way" and leave it to the child to take it from there!  Children speak in 100 languages of learning and expression, and maybe more, we follow their expression with tremendous joy! 

“The natural inclination of a child is to take pleasure in the use of the mind no less than of the body. The child's primary business is learning. It is also the primary entertainment. To retain that orientation into adulthood, so that consciousness is not a burden but a joy, is the mark of the successfully developed human being.”

— Nathaniel Branden