Guest Post: Virginia Lowe #1

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Today Packing for the Journey features two stories from Dr Virginia Lowe. These wonderful anecdotes show how shared book reading enriches children’s knowledge and their ever-expanding understanding of life.

 

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I’ll tell you a story Mum’: Two children tell
by Virginia Lowe      

I kept a record of my two children’s contact with books and their responses. Rebecca is almost three years and three months older than her brother. The children’s own stories arose naturally from contact with books. These two stories demonstrate how the children use this literary material – in this case at least, one shows her scientific bent, the other works on relationships.

1. Nick the whale. One morning, Rebecca and I had a row before school – the reason for it is not recorded, but Nick disliked us arguing and was tense about it. Later he was helping me hang out the washing, as usual handing me pegs. (He was 3y1m old.) 
This time he was picking them up in his mouth because he was being alternately a shark and a whale.

       N: I’m picking them up in my mouth cos I can’t use my flippers. I’m a friendly whale.

       V: You’re clever to do that Mr Whale.

      N: Yes, I can do that ‘acouse I’m an excellent whale who can do everything that is magic. 

He talked a bit about his mother who had gone shopping underwater. Then,

        N: I’m having an argument with my mother [imaginary whale one that is].

       V: Oh yes. Do whales like arguments? [Expecting him to say that like him, they didn’t. It’s obviously different for whales]

        N: Yes. Argumenting [sic] is good for whales.

He carried the monologue on over lunch. His [whale] mother was sitting beside him.

        N: I’m sharing my food with my mother. She said to put the plate in the middle.

        V: What am I?

        N: You’re people

He carried through fairly logically, as a completely anthropomorphised whale.

Continue reading

Anyone can be the mother

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“…Vivian Paley observes in her classic study of social inclusion, “You Can’t Say You Can’t Play”…
“Certain children will have the right to limit the social experiences of their classmates. Henceforth a ruling class will notify others of their acceptability, and the outsiders learn to anticipate the sting of rejection” (p.3)

What then if, as Paley documents in her work, we took a stand against such exclusion, and actively (intentionally!) sought to shape and guide the social relationships occurring before us, just as clearly and strongly as we seek to shape the other kinds of learning that happen in our settings everyday?

http://thespoke.earlychildhoodaustralia.org.au/what-if/#comments

 

 

Our picture books

Let’s Go Baby-o! (2011)

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A young child and his cousin play actions games together, but in between they stop to look out the window. What do they see?

Let’s Go Baby-o! is a fun-filled story for sharing with young children who are discovering the world around them.
Published as a board book in 2012.


Notable Book, Children’s Book Council Awards.


Make It I’m the Mother (2000)

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One morning at kindergarten, Pascal and his friends learn how how to resolve their differences when they all have their own ideas about how to play their game.

Make It I’m the Mother is a funny, honest and affectionate story that many children will relate to, learn from and enjoy.



Josh and the Ducks (1998)

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Josh likes to be in on everything, but these two ducks won’t let him play. They don’t like dog games…or do they?


Josh and the Monster (1998)

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Josh and his friend are off to find the Monster of Mud. Up and over the mountain they go…but where is the monster hiding? And can Josh catch that Monster?



Continue reading

Pirates – part 2

I do not ask the children to stop thinking about play. Our contract reads more like this: if you will keep trying to explain yourselves I will keep trying to help you think about the problems you need to solve.

Vivian Gussin Paley (1981) Wally’s Stories

 The pirates nudging each other

When Richard told me his next story Ned was sitting next to him.
‘I’m going to do a play,’ said Richard.
‘There’s only two people. Ned, do you want to be in my play?”
Ned didn’t answer.
‘Ned, do you want to be in my play?’
Silence
‘Ned, do you want to be in my play?’
Nothing.
‘Ned, do you want to be in my play?’
‘Maybe’. Continue reading

Pirates – Prologue

Put your play into formal narratives, and I will help you and your
classmates listen to one another. In this way, you will build a literature
of images and themes, of beginnings and endings, of references and allusions.
You must invent your own literature if you are to connect your ideas to the ideas of others.”

Paley,V. G. (1990). The Boy who Would Be a Helicopter

 Playing Pirates

Nearly every day Ned, Richard, George and Adam played pirates Sometimes they all played together, but often broke off into pairs. One day Ned and Richard made the climbing frame into their ship.

George and Adam made their ship from loose parts –tyres, ladders, steering wheel, blocks, carpet, reels, pipes, wheelbarrow… and more.

ready-to-go

The ground around was the sea, filled with sharks and crocodiles.

When Ned and Richard played together, it was Ned who always wanted to be the captain. But, that day, when Richard said, quite politely, ‘Walk the plank Ned’, things began to change. Ned stamped his foot, got red in the face, and stormed off to the cubby house.
I’m the captain, Richard!’ he shouted.
He couldn’t accept Richard’s version of the story, the one where Richard would be the Captain, and he would end up in the water.

I tried to help.
‘There could be two captains’.
‘No! I’m not playing,’ said Ned.
Ned wouldn’t compromise. He stayed by the cubby, watching and scowling. Richard was faced with a choice – let Ned be the captain (again) or, go and play with George and Adam on their pirate ship. He turned his back on Ned and went to join the others on their pirate ship, where when they turned the steering wheel, the electricity went on and off. They needed electricity to search for the treasure.  Adam turned the electricity on. After a few seconds Richard turned it off.

‘Don’t turn the electricity off!’ said George.
‘Yes’, said Adam. ‘We’ve reached the treasure.’
The three of them jumped off the ship and went to search for treasure. Richard looked over at Ned who was still watching from the cubby house. Could persuade Ned to come back?

‘You’re turn, Ned!’
‘No!  I’m the Captain’.
‘We’re playing workers now’, said Richard
‘No!’ said Ned, ‘We’re playing pirates.’

A few moments later, Ned past the boys looking for treasure.

‘Come on, Richard,’ he said. ‘Let’s go and be workers.’
Richard glanced up at him.
‘Richard, let’s do work.’
‘What sort of work?’
‘We’re working, trying if there’s no gaps in the ship.’

Richard stood still, then turned away from Ned and went on looking for treasure.

Ned and Richard didn’t work it out that day. In the free flow of the pirate dramas, these disagreements continued. Real-life dilemmas seeped into their imaginary storyplay as they tried to work out the twists and turns of social relationships.

Pirates – Part 1

Nudging Ned

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For many weeks Ned and Richard were playing pirates together. The day Richard said, quite politely, ‘Walk the plank, Ned’, things changed. Ned stamped his foot, got red in the face, and stormed off to the cubby house, shouting. ‘I’m the captain, Richard!’.

Ned refused to be in Richard’s story – the one where Richard was the captain. I had been watching this drama unfolding, aware that Ned always assumed the role of captain, and that Richard was getting a bit sick of being the pirate who always ended up in the shark-infested water.

I couldn’t help them work it out that day. I tried to help them find other ways to tell their stories.
‘You could paint or draw a picture about your pirate story.’
‘I can’t paint a pirate.’
‘You could each tell me the story that you’re thinking about, and I could write it down, and we could act it out at mat time.’

Richard was the first one to tell me a story.

‘There’s only Ned and Richard. There’s only two people. It’s about Ned and Richard. Ned and Richard fight with the swords and I’m the goodie and Ned is the baddie. There was a sea and I pushed him into the sea and I made him walk the plank.’

At mat time, Richard asked Ned to be the pirate who walked the plank. Ned shook his head, ‘No’, so Richard chose someone else. Ned wasn’t ready to take on that role – not in dramatic storyplay, and not as a character in Richard’s story. He as watched another child acted his part – a baddie being pushed into the sea. Continue reading

Children making stories

My educational philosophy and way of teaching was built around shared storymaking in all of its forms – storyplay, art (drawing, painting collage, making), story writing/dictating, storyacting, music, song, movement dance and drama.  Our storymaking became a ‘thinking-on-your-feet nudging-and-narrating’ process for us all – fluid and challenging – allowing ideas to be explored over a day, weeks, months and even over a year. I learned to have resources and  knowledge, or ways of finding out, at my fingertips. I learned to listen and to interpret underlying meaning.

a-on-the-journey-copyNudging and Narrating