Process & Content Evaluated

In the world of early childhood, science is presented to children as both process and content.*  Process skills are seen as how children learn, while content is what children learn.  Through experiences presented via a process methodology, children learn concrete information.  Remember, for example, the celery stalk in the glass of red food coloring experiment?  PictureBook Plays is no different.  It presents drama through a process methodology, giving children a reinforcement of or introduction to concrete information.

Recently, I had the opportunity to watch a drama teacher work with five year olds in an after school drama class.  They took a picture book, Caps for Sale, and assigned each student a part.  I double checked: the teacher had chosen the children based on how well she judged their ability to remember lines, speak loudly, and follow her (the adult’s) directions.  The “extra” children, who now knew they weren’t capable of these skills, were assigned activities such as making hats, painting the tree and caring for other props.

Now, before you say, “What’s wrong with this scenario?” consider what PictureBook Plays presents as process:

  • After you read and become familiar with a particular story, children are asked what parts would they like to try out, what props will they use?
  • When they “act out” the story, they take charge of the story.  Perhaps there are three peddlers – perhaps a child is even a tree or a hat – the difference is in the choice.
  • Children take charge of the process and in that process gain content.

And the content?  Self-assuredness, learning how to make a choice, and maybe even discovering how to take the “risk” of speaking loudly enough to be proud of being a peddler.  All this packaged up nicely becomes a child saying, “I am capable.”

Now go back and look at the process I observed in the after school program and decide for yourself what sort of content is the result of that particular teacher-led dramatic programming.

*Dodge, Colker, & Heroman, 2000. Creative curriculum for early childhood:  connecting content, teaching and learning. (3rd ed). Washington, DC: Teaching Strategies.

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Child-Initiated Story Performing

My three year old daughter’s ability to create a dramatic story has just taken an exciting leap.  I wanted to share what can happen when a child’s innate creative spirit is guided along.

The scene went something like this:

Black Cat: Meow.

Mama: Oh, hello kitty.

Black Cat: I’m a kitten in the water. Meow.

Mama: Oh, little kitten. What are you doing in the water?

Black Cat: Meow. I’m floating in a box in the river. You go fishing.

Mama: Okay. Here, I’ll tie this ribbon to this wand and it can be my fishing pole.  Tralala, I like fishing. Oh, I didn’t catch a fish.  I’ll try again.

Black Cat: Now I grab onto it and you rescue me.

Mama: Oh, little kitten.  You don’t belong in the river.  Grab onto my fishing line and I’ll pull you to shore!

Black Cat grabs on and together we pretend to pull her ashore.  She snuggles into my arms.

Black Cat: Meow.

Mama: I’m so glad I rescued you.  You don’t belong in the water.

Black Cat: You always wanted a black kitten to love.

Mama: I always wanted a black kitten to love and here you are.

We repeated this scene several times, each time initiated by my daughter.  And each time, we incorporated the things we discovered in previous tellings, adding elements of character, story and place.  This allowed the story to evolve, create deeper meaning, and gave Avi the opportunity to create a character with a story attached.

For example, the second time around, I already understood that the reason I was fishing was not to catch a fish but to rescue the kitten so I could incorporate this into the dialogue, “Oh, Black Kitten!  You don’t belong in the water; I need to rescue you.  Here, I have a fishing pole.  Grab onto the line!” I also understood that I was searching for a black kitten because I wanted someone to love.

As her guide, I helped Avi achieve the following moments of understanding:

  • Characters in stories have feelings that effect what they do.
  • Stories can be changed and developed over time.
  • Her input is important and I value it.
  • Stories have endings.
  • Characters are specific.  Her kitty wasn’t just any kitty, it was black, young (a kitten), lost, and searching for love.  I wasn’t just any mama, I was looking for someone to love.

As her mama (and primary teacher) I was reminded that my daughter isn’t always playing a generic kitty or puppy.  She may have a greater purpose and if I take the time to act out this purpose with her, it will strengthen her being as a strong, creative, emotional, perceptive person.

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Halloween and Blurring the Line Between Real and Pretend

What does Halloween have to do with children’s play, and PictureBook Plays?   As adults “take over” the American version of a holiday with origins in pagan rites and religious observances, how do we make sense of it for young children?  Mildren Parton, in 1932, gave the early childhood field one of the first definitions of play.  She categorized social play into six stages.  In the second stage, roughly set during the same stage as Piaget’s preoperational stage of development (two to seven years), we observe children transfer objects into symbols, things that begin to represent something else.  For example, a block becomes a telephone, a stick becomes a sword and actions and pantomime props exist to create a richer play base.   This begins to coincide with the separation of fantasy and reality.

The concept that is difficult for adults to understand, and remember since we did it once, is that when that block becomes a phone, it is no longer a block!  It is a phone.   When children see others dressed as something else for Halloween, when we ask them to dress up, or they volunteer to “be” a superhero, a ladybug, a bus; what adults need to understand is that the child “IS” that thing.   The line between real and pretend is blurred during these years; and can cause children inner confusion and stress (sometimes what we think is sugar overload may just be “I’m tired of being a bus – a real bus”!)

Dramatic play work in the classroom can give young children the opportunity to try out “BE-ing” other things.  Depending upon the picture book chosen, a child can try being an animal, an adult, or even a tree or a hat.  But, they know it’s contained, with the likelihood of being joyful, because PictureBook Plays is temporary, it’s voluntary, and it’s safe.

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Mentoring Writers on Sesame Street

The New York Times just published a really interesting article about Sesame Street in Israel and Palestine.  It’s predominantly a story of first attempting to create a joint show where Israeli and Palestinian Muppets interact regularly but finally producing separate shows due to the realization that the cultures just aren’t ready to promote to their children what they don’t want for themselves.

But what I found really interesting was one exec’s decision to bring in new, young writers in order to mentor their writing process: to help them learn to communicate ideas to children without using their war torn lives as the backdrop.  How does one talk about a family member disappearing unexpectedly without bringing in soldiers?  And can you have that family member return when, in real life, they never do?

Kuttab, a big, gentle man whose suit pants are perpetually rumpled, told me he specifically wanted to work with untrained writers like Awadallah. He knew that his head writer, Nada Al-Yassir, who was raised in Canada and has produced some short films, could on her own churn out enough Sesame-appropriate scripts, but he was pursuing a bigger goal. Developing an independent television and film industry, he said, was a crucial step in building a Palestinian state, and he told me he thought that if his writers could learn to write hopeful, engaging stories for kids, it would benefit them as much as the viewers.

In other words, learning to express oneself through symbols, allegories, movement, and interactions which can take on greater/universal meaning for an audience is beneficial not just for the audience, but for the creating artist.  Mr. Kuttab is helping to encourage a new generation of artists who can reach beyond reality and into dreams.  So, when they figure out how to tell the story of a missing family member (who may or may not return) in a way that is removed from reality, they begin to dream of possibility.  And that is how one changes the world.  It is only by reaching beyond the starkness of reality into possibility that hopes and dreams are born and someday become a new reality.

I’m not implying that Sesame Street can solve the political unrest in the world, the millions of murdered children and uprooted families.  Or that Mr. Kuttab’s vision alone will forge for him the stabilized Palestinian state he’s reaching for.  But this article is a nice reminder of how important art can be for the well-being of the world, and how nice it is to see art in action from a major corporation for the benefit of both children and artists.

All that being said, I hope that, eventually, Sesame Street will be able to reinvent their original concept of a combined Palestinian-Israeli Street for the children of that region.  By continuing their work within current cultural boundaries, it gives me hope that someday those mentored writers (and their policy makers) will be willing to reach across the walls, dream a little higher, and try again.

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Under 3s can’t Learn Verbs from TV

There’s a new study out demonstrating that children under three can’t learn new action words by watching television programs unless there is an adult around to “interact with them and support their learning.”

You can read the whole story here.

To be honest, this doesn’t really surprise me.  Children under three are still learning to understand the real world.  To expect a young child to learn from a fake world seems downright unrealistic.  But, the real shocker for me was the sentence at the beginning of the article, “American infants and toddlers watch TV an average of two hours a day.”  I don’t know where this statistic comes from but given what I know from anecdotes I’m sure it’s true.  And I find it very alarming.  Two hours a day of sitting in front of the television is too much for anyone, let alone a young child.  I have a three year old so I know how hard it can feel to fill up the time, or keep them occupied while I’m making dinner but two hours is way too much.  These kids should be running around, coloring, playing pretend, and inventing life.  It’s taken time, patience, and diligence, but I can proudly say that my daughter knows how to occupy herself throughout the day using her imagination and little help from me.  If she really can’t find anything to do while I make dinner, then she’s more than welcome to help me (and she often does).

“Well,” you probably are thinking, “She’s three!  What about as an infant?”  My daughter didn’t watch TV until she was over two.  She had no interest anyways.  When I needed to get something done, or I really needed a break (we all do), I found her something to do near me, or I wore her.  When I cooked, she played on a blanket in the middle of the kitchen.  When I paid the bills, I sat next to her with my laptop and made silly face with her.  My mom (Sharon) likes to tell me about how she would put me in her backpack while she made dinner.  I got to watch everything simmering and rising right over her shoulder.

So, I’d like to put out a challenge to every parent.  A challenge that will seem insurmountable but it can be done.

Cut your child’s TV viewing down to two hours a week.

That’s one movie, or several 20 minute shows.

I’m going to take this challenge too.

What will this do for your child?

  • Your child will learn to use creativity and ingenuity to make up games and puzzles.
  • More time playing means more time working on life skills like communication, problem-solving and relationship building.
  • Your child will run around more, setting him or her up for a lifetime of healthy athletic activity (it’s not just the fries that are making our kids overweight).
  • Your child will learn independence.
  • And, if you invite your child in to the kitchen while you cook, the yard while you rake, or the office while you pay bills, your child will learn essential life skills that she or he will never learn from the tv.

Let us know how you do 🙂

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Visiting Boston Children’s Museum

I had the opportunity to do a quickie consult at Boston Children’s Museum last week.  We had a blast and covered a LOT in one very short hour.

The Boston Children’s Museum (where I initially workshopped many of my ideas) has a gorgeous children’s theatre and some of the best plays for children I have ever seen.  They’re kid length(15-30 minutes), interactive, developmentally appropriate, and in a real theatre with real actors.

However, the space is under-utilized in between plays so the Program Director asked me to work with some of the Exhibit Interpreters to give them an introduction to children’s creative theatre play: what to expect, what they can learn, and what to play with.  They were a really enthusiastic bunch that participated fully, and asked wonderful, insightful questions.

Of course, I was too busy to remember to take a picture.  But the Arts Program Manager did send a really nice thank you:

THANK YOU so much! I had a great time, learned lots, and the staff were really energized by your workshop. You accomplished so much in an hour – I really appreciate your Skills!

Hopefully I’ll get to go back in a few months and see what they came up with!

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Fearless with Language

I discovered an interesting article a while back concerning the Royal Shakespeare Company of Stratford-Upon-Avon, England.

Now, theatre artists in the U.S. have an unusually encompassing love of the Bard, but they really love him in England.  It is, after all, the place of his birth.  And how proud they are that their country produced such a prolific author.  In true form, the RSC is advocating for teaching Shakespeare to children as young as four when “when children are fearless, when they are used to trying out new language.”

This is an exciting proposal.  We think to read nursery rhymes to our young children, we show them pieces of art from 300 years ago alongside contemporary art, we play Mozart next to Rock, but have we ever tried language?  Our favorite fairy tales were written down for the first time 200 years ago:  Billy Goats Gruff, Cinderella, to name just a couple.

According to studies, children are primed to learn multiple languages at an early age.  Their brains are filled with many more synapses than our adult brains, creating a fertile ground for multi-linguality.  This would be why, when I took my toddler to Spain last year, she was speaking more Spanish than I was by the end of the week.  Not only that, but studies show that bilingual children are capable of greater levels of concentration.  It’s a benefit to our children to know multiple language; to create understanding of meaning; to be surrounded by new words.  So, why not Old English as well?  We make them study it later on anyways, when they have already decided they hate it because they were, undoubtedly, forced to sit through Olivier’s Hamlet or their parents instilled this dislike from their own youth.

Introducing Shakespeare to young children can only help: offering new forms of linguistic expression and storytelling, and priming them to love literature that uses a variety of words and phrases and needs exploration to fully understand.  Not surprisingly, that’s what makes a really good book, too.

One more quote for you, since it pertains so clearly to what we teach using PictureBook Plays:

You need to get them before they lose the habit of singing songs and have had the fairy dust shaken out of them.

If you would like to read more, you can visit their advocacy page Stand Up for Shakespeare, which, as it turns out, does not encompass children as young as four. Let’s hope it does in the future.

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Join Us at NAEYC this November!

We’ve just found out that we’re heading to the NAEYC annual conference this November to teach:

PictureBook Plays: Saying ‘YES’ to physical and vocal theatrical expression with your preschoolers

 If you’ve been aching for an in-person taste of what we do, now’s your chance! Plus, you’ll get to participate in many other workshops, lectures and round-table sessions.  Go check it out.  As far as we know, it’s the largest gathering of early childhood educators in the US.

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Let us think of education as…

Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation.

– John F. Kennedy

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What Happens When I DON’T Follow My Own Advice

As promised in my last post, what follows is the result of goals above and beyond what a toddler can actually do:

My daughter was about 2 years and three months.  Verbally precocious and experienced in theatre (both her parents are theatre professionals), I took her to a holiday musical revue performed by the local children’s theatre.  I assumed, since it was kids, the show would be pretty upbeat so it would keep her attention.  With the added bonus of a few scenes by a local ballet troupe and her own babysitter in the choir, I gambled on taking her to a 7:30pm show.  That’s her bedtime.

We took a nap that afternoon, ate a good dinner, and arrived with enough time to explore the lobby and run around before taking our seats.

I found a seat all the way on the side, with plenty of empty seats next to us for an occasional climb through the aisle as needed.

The show started…very very slowly.

They began with a compilation of the slowest ballads ever, performed by high school student soloist.  Avi could have cared less.  The ballerinas showed up eventually, but by then Avi was busy trying to climb all the seats and run down the aisles.  Her babysitter appeared on stage, but because of the angle of the stage, we couldn’t even see her.

By then, it was about a half hour into the show and Avi was beyond not interested.  I moved over to the empty seats and let her climb back and forth between a few, occasionally attempting to point out things on stage to her.  She was being very quiet, so I figured it was okay.  Until she fell.

Of course, she fell!  It was dark, her foot slipped, she got scared.

This meant hauling her out of the theatre while she screamed.

We calmed down, ran around the lobby for a few minutes, and then she decided she’d like to go back in, so in we went.  Only to have her start crying that she wanted to leave 30 seconds later.  This decision involved not only leaving with a crying toddler, again, but hauling out our winter coats and diaper bag as well. If the show had stopped and they’d all pointed and yelled at us, it couldn’t have been more embarrassing.

Out in the lobby, she re-entered her element.  She relaxed, explored the decorations, and we discovered a ballerina warming up to go on stage.  In her tutu she pirouetted and pranced, and Avi fell in love.  She did her own spins and twirls beside the young dancer.  Our babysitter appeared within a few minutes and they talked and hung out together until she had to go back on stage.

And then we went home.

As you can see, I expected too much from a very small child.

But we made up for a possibly disastrous evening by taking our time in the lobby and enjoying our own personal ballet performance.

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