More than Jumping

Recently at kindergarten our children have had a really keen interest in jumping, which has actually continued on from the end of last year and into this term.  It is wonderful to observe how confident and capable all our children are and if there are any who feel worried or concerned, with that knot in their tummy, there is always a friend nearby to encourage and offer assistance.

What has impressed me throughout this experience is how our children are fully engaged in their learning while jumping.  Right from the moment when I was setting up the obstacle/challenge course, so many of our children asked or reminded me to ‘please get your camera, so you can take photos of me flying’. 

It’s such a pleasure to see the children take a keen interest and develop the ability to take control and ownership of their learning, through checking with me to see if I was ready to capture their jumping action. 

 

  

Te Whāriki states that each child learns in his or her own way and the curriculum builds on a child’s current needs, strengths and interests by allowing children choices and by encouraging them to take responsibility for their learning. 

“Young children are developing their awareness of themselves as learners by planning, checking, questioning, and reflecting on activities and tasks.”  Ministry of Education, 1996.

 It was really interesting to note that when the children completed their jump they would check the camera to see if I had accurately captured the different aspects of their jumping, for example take-off, flight and landing. Learning to jump requires many skills, confidence and an adventurous attitude.  Today however my focus is more than jumping, it’s about children being interested, engaged, having choices and taking responsibility of their learning.

Take-off

Flight

Landing

“Children become even more curious, interested and confident when they think about the meaning of what they have done… Children’s learning is enhanced.”  (JECEI)

While checking the camera the children would often question and reflect whether they were happy with the photo before heading back to the end of the queue to jump again.  By capturing this learning experience it highlights how many of our children are developing the ability to plan, monitor and assess their activities, this is evident through them developing awareness of themselves as ‘a learner’.

“The fastest way to empower students is to make their work matter in the real world.  By creating an environment where their effort will impact other people, you can help students recognize the tremendous power they can have, even while they are still students.”  Kim Hayes, 2012

Here are some of the children’s comments and reflections:

Wyatt:  “Did you get my take-off?  Am I flying?  Did you get my landing?  Look she got me flying.”

                                              Reese:  “Did you catch my flying?”

Peter:  “I’m waiting for you cause I’m going to do a high one today.”

Nyla:  “I want you to count together with me, 3, 2, 1 jump.”

                      Toby:  “Did you get my jumping into the air, it’s fun.”

 Mila:  “That’s a big jump, can I see it?”

 Matteo:  “Did you see?  I jumped so high.  Did you get again?  I look like an aeroplane.”

            Nash:  “I want to do the coolest jump, Susie point the camera high.”

Tyler:  “3, 2, 1, go take a click.  I’m a flying bird, can you show me?”

                                      Max:  “Watch this, I want you to take a picture of me.”

I believe it is important for children no matter of their age to develop and grow independent learning traits as it can foster self-reliance curiosity, self-motivation, self-examination, accountability, critical thinking, comprehension with little or no instruction, persistence and responsibility.

Having choices allows children to feel that they have control or ownership over their own learning. This, in turn, helps them develop a sense of responsibility and self-motivation. When students feel a sense of ownership, they want to engage in academic tasks and persist in learning.  Barbara McCombs, PhD, University of Denver

Ngā mihi nui

Susie

'Bum Sliding' on the Nature Programme

Last Friday (30th January) I facilitated the first of our Nature Programme excursions into Mair Park for 2015. Our nature program is now into it's fourth year and its continued success is due to the on-going commitment of our teaching team, dedicated parents and the generous support of community funding organisations like COG's. COG's support our programme with a grant to cover our Education Coordinators role.

As it is a new year, this meant that Sarah and I were also welcoming in five new tamariki to the programme. This is an exciting time for most of our children; being part of the ‘Nature Programme explorers’ is a highly anticipated happening in our children’s kindergarten experience.

 As the focus of our Nature Programme is to be child-led, we empower our ‘leaders’ (children who already have experience and knowledge) to be the informed decision makers on each of our Friday’s in the bush. This often means that our new tamariki are very quickly initiated into some of the existing groups favourite places. At present a top spot to play with abandon is Punga Hill or more affectionately named the Mud Slide for ‘bum sliding’.

“The first time I went bum sliding I was like what the? And then I tried and I went whee! And then I had a hundred turns” – Sharlotte

Whilst we have frequented Punga Hill for the past three years of our programme, it’s potential as an inspirational learning environment, that pushes the children’s physical limits, truly unfolded last year after a period of on-going heavy rain.

 

Punga Hill’s rolling slope transformed into a slick, slippery, sticky wet surface full of challenge and fun!

However in the height of summer, the bush’s natural state is to be mostly dry in the undergrowth. When the children requested we cross the bridge and head to Punga Hill for ‘bum sliding’, I was quietly hesitant about the disappointment they were about to withstand. However after a quick trial (and a bit of problem solving), it was quickly established that ‘water’ needed to be added to the mud slide and that Wyatt’s mum and aunty (our manuhiri for the day) would be designated to the role of ‘water carriers’ (and attain the identity as being ‘the most fun mum’s!).

Children are competent, confident and capable learners, able to make choices and decisions

 

Successful mud sliding down Punga Hill requires a combination of physical strength, co-ordination and an attitude of fearlessness (or the confidence to overcome that feeling of a knot in your belly).  We believe that children need to see or engage in play that encourages exploration, taking risks, adventure and that this empowers them to push their personal limits in a safe environment. This ability to meet challenges is perfectly captured in Reese’s reflection of her first time ‘bum sliding’

“I feeled a bit scared and then I thought it was quite fun……it was so, so fun! I loved the bit when I was super muddy!”

When they have the opportunities to explore risk and try and try again in an environment that is both safe and challenging, young children can engage in motor practice play that leads to advanced physical abilities, mobility, agility, dexterity, and as a result, confidence, independence and learning – Kernan, 2007

"I had lots of mud everywhere, it was cool" - Hezekiah

Of course, bum sliding is not just beneficial for children, participating alongside our children builds powerful childhood memories. One of characteristics of our Nature Programme that I just love is the generous support and willingness of our parent helpers to be so engaged and involved in the children’s learning experiences.

Research indicates that they way adults interact with children plays a very important role in children’s learning and development. When adults are responsive, guiding, and nurturing, children take more initiative and are more likely to be actively involved and persistent in their work – Highscope, 2015

We don’t stop playing because we are old; we grow old because we stop playing – George Bernard Shaw

“It was so fun when I sat on my mum! I liked the bit when I jumped over the bumps, it’s fun and then sore when you land!” - Wyatt

“When my mummy went bum sliding her bum was so muddy it was like muddy as!

It’s good when mummy goes bum sliding, she learns that it’s fun and real muddy” – Sharlotte

“When my dad comes on the Nature Programme I’m gonna take him on the mud slide, he’ll go so far like Tyler’s dad and so fast! I’m gonna sit on him” - Hezekiah

Have a really great weekend everyone. Take a risk and try something new that makes you feel both excited and a little bit scared at the same time – the learning from these precious opportunities is great!

Until next time

Kim