RELATIONSHIPS AS AN ACTIVATING FORCE IN PLAY

Thinking about play as an agentic space for learning starts with acknowledging an essential part of play: choice. When children choose to engage with something, that magical moment of engagement wonder and curiosity, they show us what they want to learn and think about. 

The above statement makes a strong case for engaging learning spaces, filled with interesting open ended materials that evoke inquisitiveness, awe, surprise and have endless possibilities. I always wonder how we can take more risks in the design of learning spaces to create room for authentic learning situated in the lives of the children. What experiences do the children encounter as they inhabit their learning spaces? What will capture their attention?

I continue to think about the worlds my students encounter as citizens of a densely-populated, inner city neighborhood in The Hague. What connections can we draw between their experience and the learning spaces they inhabit? A sense of belonging and the meanings and understandings that the children have constructed within that place, are important starting points in their learning. A recent walk to the local library made me realize how much the children are part of the community as they greeted relatives and friends along the way and told me all about the shops and parks they go to with their family members. 

Last week Fiona wrote: “I came to realise the levels of attunement of the children to their environment seemed to resonate on a different frequency to my own. The environment speaks to children constantly, in ways that adults often forget to see and hear. “ 

Children are constantly engaged with what is around them, this starts with a sense of belonging within a system of relationships.

As learning is a social endeavour and children construct meaning through relationships and a sense of belonging, we need to create spaces that support the development of relationships. Children need enough time and space to play with open ended materials, interesting books and materials that support them with representing their ideas.

During the year, many of my students have developed a deep relationship with paper. They often use this material to represent their experiences in their community such as going to the playground, shopping, phones and paying with credit cards.

Recently the focus shifted to the transformational power of masks, crowns and wands. Perhaps the fascination of the children revolves around a hidden self behind the mask. Through its expression, the mask gives the possibility of a new identity. 

Often a new interest starts when one child offers an initial idea to the group. Quickly several other children will start to extend this concept, influencing each other as they interact, share and communicate. During the day the relationships, time, space and the proximity of an idea all shape the thinking that goes on. It is a joy to be among such avid learners. 

I wonder:

How do you create a space where relationships can flourish? 

How can we incorporate children’s sense of place in the learning spaces?

In what way do relationships influence the learning at your school?

Anne