Blog #4 - Bad Guys Donʻt Have Birthdays

Iʻm curious...is allowing children to talk about bad guys and guns and killing ok for children at this age to play and fantasize about?  Is it appropriate?  Some of their fantasy play sounded like the child was trying to tell the teacher something that was possibly going on with the child that maybe the child was calling out for help. I understand the choice in allowing children to fantasy play, but to what limits do you allow children to feed into killing and reincarnation? Do you allow their play to continue, or do you redirect their conversations? I have a student that come from a family of hunters.  And so everyday, he creates everything he plays with into a gun.  We, or rather other teachers Iʻve heard, discourage children in pretending to play cops and robbers because of the whole gun thing.  Iʻve heard teachers tell students, "Guns arenʻt allowed in school."  However, I had a class that made perfect sense to me.  Instead of denying them, you teach them. What are guns for? Why can they be dangerous?  Because guns are used by hunters to hunt for food.  Therefore, guns can be a useful tool.  However, if you deny children from acting out from what they have experienced or seen and curious about, theyʻll find ways and become sneaky.  Growing up, I remember my dad being so strict with me that I would find every opportunity to go against his demands because I was curious about the world and I wanted to know more.  I feel, children are curious souls that you have to let them experience it.  You can be there to guide them and teach them the right way.  I use this theory with my own children at home.  Children are born curious and you can choose to hinder their curiosity or you can help mold and nurture their curious minds the way you want them to.  The connection to assessment and documentation I found interesting was utilizing a tape recorder and hearing discussions and things that goes on around the classroom that we may not hear.  Childrenʻs stories are being told through play. Paley (1988) shares, “...students disclose more of themselves as characters in a story than as participants in a discussion.”  Her students have a strong connection with each other and these same children seem to play with each other all the time.  They all come from different backgrounds, and different styles, with different family situations.  Each one has a story to be told, and want t be heard.  From an assessment point of view, knowing what childrenʻs interests are, knowing how they learn, they play, they get along, they argue and so forth play a huge role as it can guide teacher curriculum and know where to scaffold their learning from there.  Her work of assessment collection is very different than that of standardized testing data collection.  She really listens to each individual and changes and adapts to children and how they learn.  She, herself, learns so much about them and herself that she thought she knew, but didnʻt.  As an educator myself, Iʻve learned that I donʻt know everything and that I will always learn along side children every day.  We are co-learners and are always growing together.  Thatʻs what makes a teacher and student bond so special.  We teach each other.  She listened, she documented, she assessed and continued to listen even after the day is done. She refers back to her tape recorder and listens to all the details that she may have missed throughout the day.  She is definitely inspiring through the way she interacts with these students and they just listen to each other and feed off of each other.  Tape record is something I honestly have no time for.  However, we do have access to Ipads that its purpose is specifically for documenting childrenʻs learning throughout the day and the entire year.  The use of technology is becoming more available for staff and children in the classroom.  We were given 5 Ipads and utilizing the video and camera to document data and collect samples have been useful when inputting data into Work Sampling.  It allows for visual memory, as well as evidence of what children can do and are doing in and out of the classroom.  Children are allowed to document themselves as well of each otherʻs learning along side their own learning.  As for fantasy play, I find it very scarce in my classroom because children are now using the phrase, “Iʻm bored,” more often than usual.  The simplest things for fantasy play is provided, but children arenʻt used to fantasy play at home, so when they come to school and are provided with opportunities, they donʻt know what to do with it.  Imagination is out the door for children now days and I feel it is because of technology.  And so this topic of the use of technology can be controversial, however, it can also be a useful tool in the classroom when talking about assessment and documentation.  There was a part in the book that the teacher talked about approaching the children about their view of her as a witch because she got angry when they made a mess.  We as teachers, sadly, are capable of this memory, while children can move on so quickly the next second and forget all about it.  Although, we do have some children who can recall the kumu getting upset, and so it makes me wonder...is this because her students are so wrapped up in fantasy play that they have so much to express that they can just move on like that?