EY1 enjoys a weekly collaboration with some students in Grade 7. Sometimes the older students read books to the younger children. Other times, the students collaborate on learning experiences including construction, clay and gardening. They have also helped us to maintain our outdoor spaces with community service work like sweeping and cleaning.
As one might imagine, there are many benefits to mixed age groups. The older students often embrace a leadership role and the Early Years children enjoy the special relationships that exists with those who, though not adults, possess some literacy and other skills that they often seek out from teachers and other adults in classroom life. This weekly contact also builds a caring community with a sense of connection beyond grade levels.
As an IB school, we are consistently asking students to be inquirers and researchers. We value child-initiated questions and encourage students to embrace a sense of curiosity about the world. We teachers are always seeking ways to hone our own research skills in the context of student learning. In early childhood, this often means challenging ourselves to be attentive listeners, keen observers and competent analysers. Children have become accustomed to educators, clipboard in hand, recording the dialogue, facial expressions and social interactions that happen during play and other learning experiences. Children learn best and make sense of the world in contexts that make sense to them. Naturally, documentation of play narratives is an important part of our research into what and how our students are building understandings.
As part of our collaboration, we proposed that the Grade 7 students might join us as researchers in documentation. On this particular morning, the class was spending time in the Atelier of Light, exploring the color blue through light, texture and shape. Armed with the research tools of notebook, pencil and a commitment to observing and listening, the older children eagerly agreed to spend a morning recording their observations the EY1 children.
Notes taken by Grade 7 student:
Castle, pirate ship. Akivia likes knights and castles etc. Jake likes pirates. Bottle caps = stars. Paper = sky/water. Paper and bottle caps = shooting star. A house. Rocket ship. They are building a castle and they add some details to the castle. Some of the kids are putting shiny things on the light surface.
The students took their role seriously and carefully took down notes and observations about the children’s play and encounters with materials. We noted that some students naturally took on the role of documenter while others supported the children’s work. We were impressed with the commitment the older students demonstrated to finding out about the play narratives and explorations. Their observations included details about materials children chose, ways they used resources as well as interpretations of theories.
This collaboration is an example of one way we actively seek to build a culture of research in our learning community. As the teachers and older students inquired about and documented the younger children’s theories, the EY1 children learn that their ideas are taken seriously. Play is the powerful work of childhood and our message is that theories are worth revisiting and expanding. We found the younger students were particularly motivated to articulate about their learning during this collaboration, possibly because they found the Grade 7 students’ interest very motivating.
The social context of learning has a profound impact on the way children construct understandings. In our school community we are committed to creating an environment where relationships are central to learning. By empowering the grade seven students to take an active research role in the Early Years class, they embraced a shared sense of ownership of the important play/work that happens in the classroom.
Photographs: Rebecca Smith
Text: Andrea Mills