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Daily Journal: November 10, 2009

November 11, 2009

Four boys began working independently with the blocks.  ZK built a stable, and JH and AA were pretending to be cats, building a “cat house” out of the blocks – a room for each cat.  As the two structures became closer, it was suggested that they connect the two.  “I will protect you,” ZK mentioned.  JH and AA, who had divided one large “room” into separate rooms for each of them, added an extra room to their house for ZK, and the boys continued building together.  Later, JT and MO joined in on the building.


As these children came together to build, their structure’s complexity multiplied.  Although many children play together in class, we are just beginning to see students create something together.  This takes planning, compromising, and interacting with one another on a high level.


At the easel, GT and TE worked on separate paintings, but were in constant communication about their art.  GT found great joy in creating a bright, saturated pink she called “candy.”  Many children in the room are interested in mixing paint colors, and we have discovered that they are very aware of the experts in this area, commonly asking them for advice when trying to create a certain color.


One Comment leave one →
  1. November 18, 2009 6:22 am

    Children are perceptive. They know who can open a jar, who builds the tallest structure, who can tie a knot, who can draw a heart and who mixes the colors with ease. I’m always looking to see how this plays out. Sometimes the expert becomes so at the expense of others taking risks with experimentation and sometimes the expert sprouts more experts. Conversation and the value of “shared experts” goes a long way. It’s fascinating observing this. Thanks for sharing!

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