Building Relationships with Our Local Ecology; Our Early Release Day 2014

Friday was our second Early Release Day of this academic year. These days are precious opportunities for our entire  staff to come together for professional development. We spent our time thinking about how we can ground more of our learning in the natural world that surrounds us. 

“Naturalist Intelligence” is one of Howard Gardner's Multiple Intelligences, and it's one that we don't teach to as much as the others. We also know that most adults who are stewards of the planet were children who learned to love a special outdoor place through unstructured play and the mentorship of an adult who loved the land. Here in an urban environment, it can be challenging to think about our local ecosystem, so we spent time considering how we can bring children outdoors more often and more thoughtfully. 

Ann Pelo’s excellent book for teachers and families, The Goodness of Rain, provided structure for our time together. While Pelo cared for a toddler for one year,  she cultivated practices that can help any child develop “ecological literacy”. We spent some time with each of these practices on Friday: “Walk the Land, Practice Silence, Embrace Sensuality, Learn the Names, Explore New Perspectives, Create Stories, Make Rituals.”  Teachers worked together to learn these practices, and planned to make them a regular part of their classroom life.

Starting with Our Senses

In my research for this workshop, I found a list of smells that made people nostalgic. It was divided into people born in the 1920’s, 30’s and 40’s, and people born in the 1960’s and 1970’s. (The book was written in the early 1990’s, so folks born in the 1980’s weren’t old enough to be very nostalgic yet, and we’re not sure why those born in the 1950’s were left out.) 
The two lists were very different in part because the list from an earlier generation included natural smells like “Cinnamon, ocean breeze, rose petals” and the list from younger people included “vinyl, children’s aspirin, gasoline.”  I was curious to see if our intergenerational staff would break down similarly, and wanted to ground our work in our own childhood memories and in our senses.

I asked everyone “What is a smell that makes you feel nostalgic?” 

People born Before 1970:

Lilac, a new Barbie case, opening a Play-doh can, Chanel #5, Garcia Vega cigars, ironed linen, manure, the inside of a barn, cloves, lobster juice, shoe polish, food deep fried in oil.

People born in the 1970’s:

Cedar, new crayons, plastic Halloween mask, gasoline, “vanilla” scented baby doll, horses, cut grass, pine needles, dirt, mulch, orange bubble gum, garlic, basement, chlorine, red dirt, orange slices, McDonalds.

People born in the 1980’s:

Dirt, pine cones, a cat who’s been outside, warm pine needles, old cars, chewing tobacco, bazooka gum, MFA (feed) store, city grates, garbage, human filth, “chocolate”-scented dolls, White Shoulders, Play-doh, mom’s chocolate cookies, clean sheets, cigars, mechanic shop, lasagna cooking, Drakkar Noir, cucumber melon perfume, watermelon or strawberry airheads, campfires, puppy ears, bonfire smell in my hair the next morning, old cans, peanuts roasting, mulch, newborn babies’ heads, sidewalk chalk, coffee beans, tobacoo, pigs in mud, fabric softener, orange and bananas together, a certain perfume all teenagers wore, ocean.

People born in the 1990’s : 

cherry blow pops, thunder storms, dead leaves, rotted apples, grapes and blueberries; bubbly tar, big trees in the playground sun, bird seed, fruit by the foot.

All of the groups had manufactured and natural smells in our repertoire. Given the urban environment we inhabit, the children in our care likely will have a similar breakdown. It’s helpful for us to remember that we are participating in precious years of children’s life, and we have some input on which smells (and tastes, and sunsets, and sounds) they associate with growing up.

Next we started on the practices described in Ann’s book.

Walk the Land:

When we walk around the community, children have opportunities that they don’t have when we carry them, or put them in a vehicle. When babies are wheeled around our community, they get to know it in more depth than when they are looking through a window. When we visit the same places over time, children develop relationships with their own sorts of landmarks (that huge dandelion, the good puddle, the purple car, the really high curb). They notice growth and decay when they are able to walk by the same places again and again.

I invited our staff to take some time walking around Peabody Terrace, with nowhere to go, paying attention to their surroundings.

Practice Silence:

As a community we are constantly discussing how we know when to “teach” and when to “step back”. Teachers are often extroverts, and we know that it can be helpful for us to narrate to children what we see. 

However, silence makes space for children and teachers to take their time, watching a worm in the garden, or a red-tailed hawk making a circle over our towers. As we walked, I asked folks to stay silent and to stop when they were ready and spend some time silently observing and enjoying their surroundings.

Teachers watched insects in the lawn, sat in the crotch of one of the sweet gum trees, looked out over the Charles river, drew flowers and poked at mushrooms. 

When we all came back together, I asked teachers to reflect on their comfort level with the outdoors, and to figure out a way to push their own boundary, to give children a little more time and space outdoors. 

Teachers shared that they had noticed some new things during our short period of silent exploration:

Brae: Today I learned that doves exist outside of magic shows!

Elayne: Birds hop on the ground instead of using alternating feet like we do.

Irene: I noticed that it smells so sweet here today, and that the constant din of traffic is almost unavoidable here.

Seana: I sat in the seat of one of the trees because I see kids do it all the time. It buffers that sound in a way. It was comforting in the way it sort of squeezed my body. It wasn’t as hard as I thought, had more give than I would have guessed. There’s this super soft moss, and my feet were in the dirt for a whole other sensory experience on top of the seat. It was a nice place to sit and observe you guys.

Embrace Sensuality

Next we had a snack to fuel the rest of our work. Our teachers spend much of our time considering the “sensory diet” of the children in our care, so this practice wasn't as far outside of our experience. 

We had some beautiful, seasonal and rich food; fresh sugar snap peas, strawberries and warm, fresh bread and butter to enjoy. Bringing experiences like this snack to children helps them develop their sense of aesthetics and beauty, and their understanding of the kinds of beauty that we find in the natural world. Taking time to feel the ferns brush our legs as we walk in the garden, eating some of our harvest or appreciating the smell of the wet grass after a rain are ways that we can directly experience the natural world and enjoy it.

Learn the Names

I introduced a variety of field guides as a helpful resource and a great addition to any bookshelf in the center. Field guides give children opportunities to practice literacy, taxonomy, and organization but they also put us on a first-name basis with the organisms that surround us. Pelo writes:

“The Earth is not an anonymous place. We speak of it in generalities, using categorical names to describe what we encounter: ‘a bird,’ ‘a bug,’ ‘a rock.’ In our seeing and our speaking, we are willing to make do with broad, indistinct groupings that contain a wide range of individuals, unacknowledged in their particularities. The absence of names becomes a barrier to intimacy: a bird is a bird is any bird, not this cliff sparrow, not this crag martin. When we don’t know what we see, who we hear, where we walk, we don’t know, really where we are. Names are integral to relationship.” (p 105).

When I arrived at my new classroom many years ago in Seattle, I was stunned that the kids in my urban class could name all the different types of salmon, and would ask me “May I pick those juniper berries for our game?” I’ve seen the kind of intimacy with the land and its inhabitants that Ann describes. So I handed over the field guides and sent the teachers on a scavenger hunt in teams. They ranged all over, from the garden to the river, watching the trees for chickadees and blue jays, and searching the field guides for collected leaves.

Explore New Perspectives

In centers with a Reggio Emilia approach, we often discuss “perspective taking” as a skill necessary for life and for working with, caring for and enjoying other humans. I invited teachers to think about the perspectives of the creatures and even the plants that are in our community. It can be a challenge to do this in a not anthropocentric way, but any attempt to “walk in the shoes” of an ant, or a pigeon, or a seedling, helps us deepen our understanding of that organism, and see ourselves more clearly in comparison. If you haven’t, please check out the work of the children and teachers in Infant and Toddler 1 South. These very young children are thinking about the lives of birds in order to watch them.

As a group, we each sat down and considered the point of view of an organism that might live within five miles of here. We thought about that creature’s sounds and sights, the activities and preferences.

These practices are all intended for children and their care-givers to do together, and when teachers and children imagine the perspectives of the inhabitants of our local ecology, we grow closer to this place. When we remembered the smells of our childhood, we also recognized that we help determine the smells (and sights and sounds and tastes and feelings) that will represent their early childhood. Helping the children to feel grounded here, to really know the squirrels and pigeons (rock doves!) who share our play spaces will help them to feel connected to future ecosystems they encounter in the future.

Create Stories

The stories that engage children are not always the most dramatic, or interesting. Children enjoy hearing the simple story of meeting a moose on a trail in Maine, quietly stepping out of the way, and watching it wander off, chewing on some moss as it walked. Debbie shared that her son tells simple stories that  Sammie has shared about encounters with living things in great detail.  We don’t have to make up complicated tales about princesses or dragons, we can tell about the time that there were hundreds of ladybugs in the field. And then we can tell it again and again and again. Teachers practiced this by telling the story of the creature whose perspective they considered. The room was filled with laughter and warm story-telling.

Make Rituals

Rituals always help children transition from one thought, feeling or activity to another. They help us describe our community to itself. Rituals in a child care center are very simple, and usually brief. Erin mentioned the traditions of hollering into the parking garage to hear echoes on the way to the garden and taking some time examining the map of Peabody Terrace on the way back to the classroom each time. It can be difficult to incorporate new practices into our teaching because our days pass so quickly, and we have much to do. This time was provided for teams to take some time to consider what rituals might support, mark or celebrate their time outdoors together. I especially recommended visiting a place weekly or regularly, whether the garden or a library or a more distant playground so that children had access to the same views, the same plants, sidewalk and sky over time, to develop relationships with one corner of the world.

Here are some of the rituals teachers will bring to their classrooms:

·       Asking guiding questions before outings and revisiting them on the way back

·         Starting a journal in the garden, to facilitate communication about the work we do and the things we see there

·         Eating some more meals outside

·         Visiting the farmer’s market weekly once it opens in June for a yummy, local snack

·         An infant room will make a practice of telling the story of “what happened last time” as they put children into the strollers

We also collaborated on a list of local destinations for walks or bus trips. Katie and I will work to put these places on a map that we can all use to guide our outings. I am excited to see what kind of curriculum emerges from our work and play outside this spring and summer. 

It’s transformative for individuals to commit to knowing more about the living things outside our door, and I wonder what could happen over time in a community of learners who all walk the land, practice silence, embrace sensuality, learn the names, explore new perspectives, create stories and make rituals. 

Thinking About Our Year-end Showcase Together

For the last few years, our center has hosted Showcase, an evening when teachers create special displays or panels to highlight moments from the year we are ending together. In a center full of great teachers, we can feel stressed to perform, overwhelmed by all the possibilities or pressured to compete with all the incredible work happening.

I met with the administrative team and we agreed that in the three years that we've had showcase, not once has anyone "not done enough" or disappointed anyone. In fact, when we reflected on these past events, we felt like many people could have done less and still be very happy with their result. In order to head off some of the pressures felt by teachers, and to help us to create the kinds of displays we can be proud of with less effort, we had provocations this month all about Showcase. 

Part of my design of teacher provocation is considering who will attend. Sometimes it's random, and teachers appreciate working with people from around the school. Other times, I'll pick different aspects of the topic, so that teachers can choose which to attend based on their interests. Still other times, we ask people to attend based upon whether they are a new or veterarn staff because those groups have different needs or points of view. This month, I invited Team Coordinators to come first. These veteran teachers with added responsibilities on their team are often the ones cursing at the copier, or having Showcase nightmares in the weeks leading up to the event. I specifically invited this group to name the stressors, the expectations of different protagonists, and our values for Showcase.

Serena and Tracy list the stressors that coincide with planning Showcase.

Sammie, Sarah and Erin consider what families expect from Showcase.

Next, our newest teachers attended, most of them with only a vague idea of what Showcase would be, or with a huge impression from having attended early on in their time with us without having to contribute. We spent a lot of time looking at images of past Showcase displays and discussing what worked for us and what didn't. Finally other teachers, all of whom had been a part of showcase, but who didn't have the same weight on their shoulders as the TC's.

Amy and Sara discuss documentation of Showcases from before they joined our community.

Amy, Sara, Monica and intern Madhumita use Deiter Ram's 10 Principles of Design to analyze past Showcases.

All three groups spent some time reflecting individually in writing, and then sharing their impressions of Showcase. We thought about other events that we've been a part of like this one;

• teaching a culminating yoga class during teacher training
• a final gallery show in art school 
• collaborating on a piece of published writing
• a wedding 
• numerous plays 
• political events and how these shaped our assumptions and our thoughts about Showcase. 

Then we examined Deiter Rams’ “10 Principles of Good Design”. Most teachers have no training in design, and yet we design provocations, documentation and displays like these. We used these principles to guide our thinking about past Showcases as we examined books of documentation. We identified which principles we embraced already as a community (1,3, and 6) and which we could try to fold into our work this year  (2,4 and 10) . From these meetings, I created this summary of our collective wisdom. I wonder what will feel different about our Showcase this year.

What’s Your Metaphor? How do you view Showcase? Is it a marathon? An essay? A play? An art show? A final for a really hard class? A reunion or a wedding celebration? Sara shared how her history as a story-telling performer affected the improvisation and depth that she brings to designing documentation, while another teacher’s experience working in a gallery taught her to handle the stress of last minute design changes. We've all planned an event, or final draft. Those experiences taught us something and affect what we assume about showcase and how we prepare. Talk with your team about your history, and how you see Showcase now. One teacher told us that Showcase was a stressful event like having a tooth pulled. If she changed the way that she sees the event, would that change the way she feels about it?

How Much is Just Enough? Different teachers talked about how much text is the right amount to display. One teacher looked back at her brief interpretive paragraphs from last year’s Showcase and said that it looked a little too long to her now. Think about how long it takes you to read text, and how much time you can expect a viewer to spend in your room. Use this information to make decisions about how much writing to include on the walls. Teachers pointed out that it’s nice to have your collection of documentation in a binder nearby for anyone who would like to look for more depth. (Note, this document is 933 words. See how long it takes you to read.)

An excess of images can also lead to a sense of “overstimulation” that several teachers mentioned when describing their past encounters with showcase. Eileen brought up her own experience of choosing “the best of the best” for photography exhibits, a good tactic to keep in mind when selecting pictures for display. This also plays into honoring one of the principles of design - to be environmentally friendly. Consider what will happen to these images after Showcase ends: how many prints can you easily save for future use or give away to families to take home? Make your pictures count!  

What Have You Already Done? Many of our teachers have had the experience of displaying their past work in a gallery. Think about what you’ve already done this year and how you can prune it a little bit, change the look but avoid writing more than a small summary or interpretive piece. Since the second week of school, Toddler 2 North has been collecting documentation in a basket for possible inclusion in Showcase. You can also do this digitally on your computer by copying documentation into a Showcase folder if you like.

What is Too Big or Too Small? We heard that some people can’t read small print without their glasses, or that some people think that larger is more aesthetically pleasing. Eileen brought up her experience in a gallery “when I'm looking at a big piece with someone else, we might say something about what we see because we're seeing the same things at the same time. When it's smaller, I’m reading the whole thing on my own and having a private experience.” Consider what sort of experience you are trying to provide as you choose the size of your images and text - do you want to open up conversations between viewers or offer a moment for quiet, individual reflection?

What Does It Mean to Be a Team? I brought up that if a team can come together behind a shared vision, the display is often much more legible as a whole, and it can be more succinct and focused than the more common approach of three individuals telling their own stories. Katie realized that part of the panic in the last days and hours before provocation are largely due to an “every person for herself” mindset that occurs when each teacher is designing their own display. If the three people are working together, they’ll have communicated about what’s happening weeks before, and they’ll be working toward shared goals, finishing earlier and enjoying their pizza (Center-wide take out is our pre-Showcase tradition). How can your team decide together what to display from your shared work this year?

Is Showcase Just About What's on The Wall? Sara reminded us that Showcase is not the displays that we hang, it’s the interaction among community members and with the displays. We are creating a structure where Showcase can take place, one that invites people to consider big ideas, whole stories, or fundamental questions. The Showcase is found as much in the conversations as it is in the printed word or pictures. Consider the ways in which you can make space for them in the design of your presentation.

How Is Our Work Part of Something Larger? Showcase is intended as an opportunity for teachers, children and families to view the work happening all over the center. It also offers our own families and friends a window into what we do. Erin pointed out that our design can facilitate this kind of movement.

How can our design encourage readers to take in the work of the whole community, and make connections among all that they see? How can the stories we present work together to illustrate our identity as a center as well as individual classrooms?

Have you been a part of our Showcase in the past? What were your impressions? Has your center hosted a tour, or a culminating event like this one? What wisdom can you offer us?