Or is it?
I’ve become very interested in adding different types of loose parts into the classroom, but I am very methodical and intentional about what I add. Most of the time I view my classroom as my laboratory, to experiment with what kids will play with and how. The best part about it is that every set of kids will interact with materials differently. Sure, there are some similarities and some broad themes that will likely be seen, but no two groups of children are the same.
We have been doing a lot with letters lately, and I have been trying to encourage children to write. It hasn’t always been successful. I think I have a lot of anxiety in my classroom when it comes to writing. So I decided to introduce the concept of making letters out of different materials. The material that we started with was popsicle sticks. I introduced the popsicle sticks during our large group experience so that there would be a lot of sharing of ideas and children could observe the creations of other children. They really seemed to enjoy creating letters (and later, shapes) with the sticks. But what I was really curious about was what would happen after the group experience was over. I left the popsicle sticks out and let the children know that they could play with them if they wanted to. What happened next was pretty spectacular. All sorts of shapes were being created. One boy made a “Y” with a tail that stretched out across the room. Some children were creating houses by making squares out of the sticks and putting people inside the squares. It was really interesting to watch their work.
I decided to introduce some other materials into the play to see what would happen. I gathered some large glass beads and some small stones and gave them to the children who were experimenting with the materials. Rather than incorporating those into their figures that they created, their play changed entirely. Their focus became filling containers with the beads and the stones and the sticks. They completely forgot about the figures that they had made on the floor and focused instead on filling. I had not anticipated this change in dynamic and tried to encourage them to put some of the materials inside the shapes that they had made, but they were having none of it. They wanted to fill and transfer, and the sticks made new tools, as well as another material to use to fill containers with. This shift has caused me to rethink how I am presenting these materials to the children, but that is a topic for another blog post.