Teaching About Tools

In a post I did that feels like it was written ages ago (simply because I haven’t stopped talking about it since I wrote it), I talked about how children need time, tools, and tolerance in order for their productive self to emerge. The idea is great in theory, but the truth of it is that sometimes young children do not know how to use the tools that they encounter. Usually it is a process of experimentation that they use in order to figure it out.

Case in point: I have several pairs of beginner’s scissors that I keep in the classroom. The children seem to understand the concept of how to use them, probably because they have seen them used by me in the past, but they have a hard time getting them to work for themselves. Once they figure out how to get the scissors to open and shut, they begin exploring what to cut with them. The most common exploration that I have seen with young children is putting the tip in their mouth and exploring the open and shutting process with their teeth or lips. Of course, this isn’t the way that they are supposed to be used, and I have had a few cases of clipped lips from that process. Then they move on to their hair, shoelaces, and anything else they can think of to clip with the scissors. At this point, there are a few different options for teachers to teach children about how to productively use scissors:

  1. Hair should only be cut by an adult. Period.
  2. I usually tell the children in my class that scissors are only to be used for cutting paper, but as I type and think about the curious nature of children, I feel that I am selling them short. Of course, they want to know how and if the scissors work for other types of materials as well. And they need that experience. Cutting other types of materials can help increase small muscle strength in the hands. However, they should be told that only the provided supplies should be used with scissors, not their own clothes. Nothing on themselves should be cut at all.
  3. Teachers should be aware of what they are comfortable with. Do not provide an experience for the children that you are not comfortable with, but ask yourself questions about why you are not comfortable with that activity. That will help you in developing future experiences for children.

The children in my class will be moving to a new classroom this week, and I will be moving with them. Because they are older now, the expectations will be a little different than they have been in the past, as well as the materials that they will be using. As I was thinking over the scissor example and the potential for other issues such as this, I ran into an article about teaching children to use tools, from Teach Preschool. Ever since I read the article, I have thought more and more about the lessons that children should learn about tools and how to use them. These lessons have been more and more necessary the older the children have gotten, and since we are in a shared classroom this year, I believe that it will be imperative for the children to learn the lessons about how to use the materials.

Along with the lessons about how the tools should be used come the lessons about the goals that we have when we start a project. Even though goal-setting is a life skill that can take years to master, starting this skill early can make the difference between productive and unproductive play. Around the age of three, I expect children to be able to tell me what they are trying to accomplish with their actions, and if they are unable to I help them develop and carry out a goal. Not only is this skill important for a productive life, but one of the keys of setting goals is the ability to control impulses, many of which could hold us back from achieving our goals.

All of these points are particularly important when we discuss children and tools. Every child is different, and some may better be able to control their impulses better than others, but the key for us as teachers (especially when working with this age) is to begin to give children the tools that they need to be able to be successful in a new classroom.

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An In-Depth Look at Gever Tulley’s School

As I was trying to locate the video for yesterday’s post, I came across another video of Gever Tulley where he explains his school a little bit more. He details how talking about his school with others has helped him to conceptualize their processes a little more, and he talks more about those processes. I hope that you enjoy this video as much as I did.

The more I think about the model that is used in the school, the more impressed I am. My brain is already going into overtime with this one. Is yours?

Gever Tulley’s Tinkering School

In a past post, I talked about time, tools, and tolerance. I discussed these as things that we need to provide to children in order to encourage them to be creative. In this video, Gever Tulley talks about providing these very things to children in his school, and highlights some of the amazing accomplishments that they have made.

Enjoy!

Stigmatizing Mess

In a recent post I wrote about how our education system has stigmatized mistakes and how we could possibly be missing out on creative genius simply because we are viewing mistakes as negative feedback rather than as attempts to understand. Today I want to address how mess has been stigmatized.

When I set out to write a post or create a workshop, it is never a clean, straight-forward process. Books become scattered and piled up as I focus on research, papers scatter as I discard one idea after another, and I have an app on my phone and iPad that literally becomes clogged with virtual post-it notes and index cards. The paper that I am writing this post on right now is littered with notes in the margins for future posts, and scribbled editing notes to remind myself of entries when I type out the post. Yes, I am that old-school. I have to write by hand first. But the point is that creating and creativity is a messy business.

I have met a lot of teachers that frown on mess. And I can understand their point of view. I mean, why clean up more mess than you have to, right? But then I think about an activity that I did in my two-year-old classroom. Each child had an ice cube tray. Half of the wells in the tray were filled with water. Half of the water had yellow food coloring in it and the other half had red. Each child was given an eye dropper to use to move water around in the tray. The potential for mess during this activity was huge. After the children had mastered the steps needed to work the eye dropper, they began to experiment with dropping water onto their hand, or the table, or anywhere else they could observe the water that they dropped. I have done this activity many times with many different groups of children, and the progression of the experimentation is almost always the same. I become curious as to what the children would miss out on if I cut their experimentation short. I really hate to think about it.

Any time a young child experiments with a phenomenon, there is usually a mess involved. I had a child a few years ago who was obsessed with emptying baskets. While this behavior was an appropriate one for the child’s age, the act drove me nuts because all of the toys were on the floor and created a safety hazard for the other children. But we began to work on sorting skills as we put toys away. We turned the mess into a positive learning experience. And obviously, the child that continuously emptied baskets was gaining some sort of knowledge from it.

One of the unfortunate tendencies of many teachers and parents is to do things for the child in order to minimize mess. We talked in a Building Positive Relationships post about the negative effects of doing things for children, especially after the age of two when they show their first strong independent streak. We discussed a cookie-cutter craft in which the teacher had cut out pieces of a flower, provided the glue to the children, and showed them where to glue the pieces. Aside from the fact that the children obviously weren’t challenged by this craft, they didn’t learn anything from it. On the opposite end of the spectrum, three-year-olds can be provided with safety scissors, small bottles of glue, and construction paper so that they can cut and glue paper themselves. Using scissors and squeezing glue bottles helps strengthen fine motor skills and hand-eye coordination, and increases a child’s feeling of confidence and independence as well. Will their finished product look like the cookie cutter craft? No, not at all. But in the cookie cutter craft the teacher did 95% of the work, so saying that the finished product is that of the child is a stretch anyway. By providing the materials for the child to do it themselves, we are assured to gain a product that is uniquely the child’s work. Is it messier than the cookie cutter craft? Infinitely more messy. But we can argue that the mess is worth it for many reasons. The child is gaining valuable skills in doing the work themselves, and they are productively engaged in an activity rather than just sitting at a table waiting for their turn to glue items onto a paper. When we do things for a child, it dampens the natural curiosity that children have – not to mention their independence.

Children have the uncanny ability, it seems, to know the skills that they need to work on. It is our job to provide the tools, the time, and the tolerance for children to be able to thoroughly explore their world so that they can not only gain an understanding of it, but a mastery of it as well. If we provide:

  • The Tools – Children will develop necessary skills only if we provide them the tools that they need to use rather than doing their work ourselves.
  • The Time – Children will develop necessary skills only if we provide them the time that they need to develop them. In my post on the Theory of Concentrated Attention I discuss being mindful of what children are trying to learn through their actions and providing them with the necessary time to learn the skill.
  • The Tolerance – Being patient with children is a must when they are learning. They do not have the skills that we have so we must be tolerant of their early attempts to master something, no matter how messy the activity gets. And if the activity poses a safety hazard to others, it is our job to be tolerant enough to figure out how to modify the activity so that it can be done without running the risk of hurting anyone.

We can’t do this by cutting an exploration short or simply not providing it. To do either would short-change the children and not allow them to develop the skills that they need to understand and engage in the world around them.