A group of children began folding small pieces of coloured origami paper. Many beautiful, carefully folded pieces were made and proudly shared with others. As I sat there searching our already cluttered walls for ideas of where to display them, a child accidently knocked my decorative lantern down from the reading area and brought it to me to fix. YES! This will be perfect. I began stapling the pieces of origami to the lantern. CHild A came over and exclaimed, “What a good idea!” Without hesitation she handed her piece to me and pointed to a place to have it attached on the lantern. Child A and Child B seemed very keen to add their pieces to the lantern themselves and suggested I place it in the art area from a string. I did so. What then took place was a powerful reminder to me of the strength and capability of children.
I placed it in a position in the art area which I presumed was low enough for the children to reach. Child B didn’t think so and stepped up onto a chair without a hint of concern in his action.
As I was about to move towards him and ask him to step down, without saying a word, Child A stepped in and took hold of Child B around his waist.
Child A still manages to have a look at his progress with the group art piece. But maintains a cautious hold of Child B while he works.
Up and down, Child B reaches down to tear a piece of tape from the dispenser. Child A now puts her foot on the chair to support the chair.
I felt a little uneasy watching as I noticed the gap from the chair to the art piece was a bit too far.
Child A changes position again and holds his waist. Another child stands on a chair behind the lantern. She has seen Child B's capability and strength in his work and fearlessly steps on a chair to get a better view of the action.
Perhaps recognising the danger, or just needing to get closer to his work, Child B moves the chair closer to the table.
Another steps up on the chair and adds her own touches to the, now very much collaborative, art piece.
The interest spreads to more children. this child would prefer to reach up to place his addition to the work.
Later in the day, Child A can be seen directing children as to where to place decorations. She has called the lantern a “Christmas Tree” and is going about put up Christmas decorations. She confidently uses a chair to hang gold thread to the beads. (I mention to Child A she can be the head of the Christmas committee!.)
If only I could gain permission to show the face of this child. The pure delight is really breathtaking. She stands back as if to say, "Ta da! Look what I can do!" THe gold decoration is in the foreground.
I want to ensure I mention the beautiful documentation that has really totaly changed the way I document. IT is that of the educators at "Nido Playgroup: A Studio for the Collaborative Research of Infants and Toddlers." They shared their observations of children that show the extraordinary in the ordinary and really know how to make learning visible. Thank you.
