On page 221 a question is asked, "How can we support them in letting their thoughts emerge?" Then it goes on to say, "One of our tasks as teachers is to be able to relaunch the ideas that emerge from the children's discussions."
I really enjoyed reading the children's discussion about getting their letters to America faster by discovering the fax machine. I can definitely tell times has changed, because if children discussed this topic now, I'm pretty sure they would talk about cell phones, text messaging, and emailing, since most of them have access to technology as such. I was really intrigued by how little the teacher talked. She only talked a few times and it was only when she asked a question or restated what a child said. I believe that one thing a teacher can do to have a quality discussion with children is to step back and let the children do the talking and discovering. When children are allowed to discuss a topic with each other, there can be so many more ideas and new things that can emerge. It also allows children to develop their language and problem solving skills. Even by having them draw a picture of what they were discussing, such as the one they drew on how the fax machine would get the letter to America, allows children to make their own story. I love when teachers write what the children describe their pictures to be, because it opens up their world to you. It helps you to understand what the children are thinking and feeling. The author states on page 225, "In their discussions, the children attempt to develop a provisional new theory that makes use of the contributions of the parts of the individual theories that they see as being significant." This enables children to create what they think is right and converse with other children about what they think. I feel that a good way to document what the children say during discussions is charts (if you can write fast enough). Having a question in the center of the paper and the children's ideas as the branches can help children to understand the concept of a discussion, group work, and what their ideas look like on paper. Group work is important for young children, because it helps them to spark creativity, share ideas and opinions, delegate tasks, learn to comprise, and build relationships with each other. Children are not too young for this, actually I think young children are the best at group work, because they are not afraid to say the wrong thing and they just say what is on their minds at the time, which I think is really interesting. How do we create an atmosphere where children are comfortable in discussing ideas in a group?
Hi Ashley,
ReplyDeleteI agree with you when you mentioned that group work is important for young children, because it helps to spark their creativity, share ideas and opinions, delegate tasks, learn to comprise, and build relationships with each other. In preschool classroom, teacher provided group time for them daily either large group and small group and I can see how children were sharing ideas and expressing their own opinions to others. However, I am just wondering, if we are in a classroom full of 3 and 5-year-olds, how can we come up with a learning group activity that is inclusive despite the age gap?
Hello Ashley,
ReplyDeleteI too enjoyed reading about the children’s group discussion about the fax machine. It was interesting to learn about their understanding of the fax. It was easy to see that the children were really engaged in this conversation. They thought about how the fax worked and what could be sent through the fax (e.g. their letters) and what couldn’t be sent (e.g. clay). One thing that really caught my attention because it was innocent and adorable was their conversation about the postman. Giocomo stated “it can’t get lost- it has the address on it and anyway it’s not the message that gets lost it’s the mailman who gets lost and he says oh no I forgot this letter now ill deliver it right away. Then he takes the letter that gets there later…” (Barchi, P., Giovanni, P. p.5) I thought this was adorable because the children were so innocent in their thinking. An address was written on the letter and the mailman’s job is to deliver these letters therefore there is no way that a letter could get lost. I also agree with you and think that is great that the teacher allows the children to carry out a group discussion without much input. I too believe that group work helps spark creativity, allows children to share their ideas and opinions, allows children to build relationships with each other, allows the development social skills, etc. As for your question you posted I think settings and opportunities like the fax discussion allows children to feel comfortable discussing their ideas in a group. The children were gathered together, each child was allowed to contribute their ideas to the group, respected others opinions; they were courteous of others and allowed everyone a chance to speak. The teacher monitored the conversation, allowing the children lead and develop the conversation while engaging at times. Thank you Ashley.
Hi Ashley,
ReplyDeleteI always laugh at the fax machine discussion -- it is definitely behind the times -- but I agree that it could be comprable to a discussion about skype or cell phones or the equivalent.
The role of the teacher here is quite interesting. You notice the power of the trusting children and acting as a listener/documenter. How do you think a teacher might need to rethink your own practice in order to respond to children rather than direct children in a project like the fax project? What role does trust play? How might standards limit the possibility of deep projects like these from happening? Are there ways in which teachers, classrooms, and schools might have to be redefined in order to engage in deep and thoughtful projects?
Jeanne
Hi Ashley,
ReplyDeleteHow do young children learn in a social context? How do teachers develop and facilitate young children’s group discussions, where everyone is allowed to contribute their ideas and thoughts? When I was reading about the consultation with the children regarding their letter to America and the fax machine, I was impressed at how well the whole atmosphere was orchestrated where everyone had a turn in contributing while everyone respected each individual’s turn. How do teachers consider, foster and guide communication in the classrooms where questioning, group work, managed discourse, and reciprocal teaching takes place? How do teachers foster productive interactions and meaningful work in the classrooms?