Another wonderful week under our belts, and we had some beautiful moments!  

Thank you all for joining us on SeeSaw, Zoom, and FaceTime!  We cannot say enough how special it is to see your faces, hear your voices, and continue developing our relationships with each one of you! 

It was so much fun to see so many of you dressed up in costumes!  I'm wondering if you stayed in costume the rest of the day?  Or, are there some fun stories or dances you could create while you're in your costume? Here are som

We saw so many different tools and types of paper to use.  Please continue to share your drawings on SeeSaw.  We want to see what you're drawing, what you're using, and even where you might be drawing (outside, at the table, on the floor, etc.).

During one of our small group conversations, Sylvie began to draw the teapot and cappuccino cup that was sitting in front of her.  The group was able to see her as she worked, and it sparked ideas for others. So much of our learning comes from our social interactions, and this beautiful moment made us realize that while we are not together physically, we can still share ideas and experiences in meaningful ways.  

Today we got to celebrate our sweet Audrey who turned 3 a few weeks ago!  Birthday celebrations are so special at St. John's, and we are so grateful that so many people from our community joined us this morning to celebrate Audrey!  Our community and connections are what make everything meaningful.  These relationships are irreplaceable, and it is so wonderful to find new ways to maintain them.  

​Audrey's family shared some sweet memories of some of Audrey's greatest adventures, both around the world and close to home!  We even got to see Audrey and Melanie before they were in the Brown Room together; what a special memory! 

Before we left school, Audrey shared with us that she wanted a horse or a unicorn.  This came as quite the surprise to those of us who knew how much Audrey loved owls and hedgehogs, but Audrey reminded us in that moment that you can have rich and varied interests! Thank you all for taking time to think about Audrey and her gift. ​You guys were so thoughtful and kind, and the variety of materials and languages was exciting and inspiring!  Be sure to check out SeeSaw for some videos and photos of other gifts!  

Audrey walked around her candle three times, and with the help of her sister, she blew out her candle as we sang "Happy Birthday"!  

​We all love you so much Audrey, and hope that you enjoyed your celebration!  

Recently, among teachers and parents, there has been discussion about provocations, materials, environment, and how to extend the provocations.  Some of you have asked us about how to build on these provocations; how to create depth.  While we are not trying to turn you into teachers,  we do want to provide support and encouragement for you all, the parents (their first teachers), as you become the ones who  observe, document, collect the materials (with the children), set up provocations, facilitate, and even experience that sense of "disappointment" when it does not go as you anticipated.  We recognize that there are varying comfort levels, and we know that you all are getting a bit of a crash course, so we are here to support you during this strange and unusual time. 

"We imagine the interaction as a pin-pong match. [...] For the game to continue, the skills of the adult and child need appropriate adjustments, which allow the growth through learning of the skills of the child. [...] Value should be placed on [...] the construction of a wide network of reciprocal exchanges among children and between children and adults." - Loris Malaguzzi 

As we work with the children, we imagine throwing a ball back and forth.  As the children interact with each other, the teachers, and the environment, we receive the metaphorical ball from them.  We rely on active listening, our observations, documentation, and discussions (with each other and the children) so that we may plan how we are going to toss the ball back to them-- What were they interested in? What were they questioning? Did they have hypotheses (expressed orally or through their actions)? Were they making a connection?  Could a different language help them work through something?  What does their process tell us? Was there a lack of interest? Is there something we could have done better when providing materials, asking questions, etc.? Would a different language simply give them a different way of expressing their idea(s)? How can the other children/our community enrich this exploration? And we toss the ball back and forth, allowing the "children [to] take an active role in the construction and acquisition of learning and understanding" (Malaguzzi).

"The teachers--participant observers-- respond to what they see by asking questions, initiating face-to-face exchanges, redirecting activities, and modifying the way or the intensity of their interaction with particular children. [...] Adult and child roles are complementary: they ask questions of one another, they listen, and they answer." - Loris Malaguzzi

Revisiting and revising provocations is a great way to create depth, explore new hypotheses, make new connections, and construct in depth knowledge. We know that feeling of disappointment when you set up something that you feel is beautiful, engaging, and most importantly, responsive to the ideas/hypotheses/interests of the children, only to observe that they "do not seem that interested".  Though it may not go as you expected, the children are going to gain something from this experience, and we cannot always anticipate exactly what it may be, but the children will always save us in this way.  They will show us something new; they will bring us a new hypotheses. They might show us that perhaps we did not interpret their thoughts and ideas in a way that they anticipated.  And this is okay. Perhaps we revisit by offering the same provocation the next day, or maybe we add a new material (or take something away).  We rely on our observations as we discuss and revise, always focusing on following the child's lead.

One example, from the classroom, that comes to mind is when we set up a shadow exploration using our geometric shapes.  Our original intention was to set this up in response to some of the children's experimentation with light source and how it influences the location of the shadows.  They had been moving lamps and flashlights around to manipulate the location and strength of their shadows on the shadow screen.  They wondered why they could not see their shadows from the back of the screen; how did their shadow move?; if they covered the light, why was there no shadow?  In response, we set up a lamp (that could be moved and manipulated) and  geometric solids on the table which was covered in white paper.   

The children, however, did not seem as intrigued by the light source and shadows for this set up as we originally thought.  A few days of observations and conversations with the children revealed that construction seemed to be the primary interest.  How could they put these pieces together?; How tall could they be? What other materials could they add (magnatiles)?; etc.  So, we began to document this (as did they), and we maintained a similar set up on the table for at least a week. Though they were not discussing the light and shadows with us, it did not mean that they were not thinking about it, processing it, and experimenting with it in their own way.  They added their own new materials (primarily magnatiles), and we did too (drawing tools).  Though it looked similar each day, the children returned to it over and over again.  

We have seen some beautiful, and thoughtful, responses to the provocations on SeeSaw, and we know that there are so many wonderful experiences happening at home.  We are trying to respond to them with ways that help you extend the work, and we hope that this is helpful.  Every bit of documentation and insight that you provide is helpful in this process. 

As we prepare for parent-teacher conferences, we want to invite you to revisit the provocations provided on seesaw. Is there a particular language, or provocation, that your child was draw to?  How can we extend that work; make it more complex? Can we find connections between these provocations that will enrich the work?

We understand that all of our "toolboxes" look a bit different at the moment, so there will  be some things that are not easily achieved.  You may not be able to go outside as much, time might be limited, or you might be running low on drawing tools.  First, we encourage you to interpret each of these provocations in a way that makes sense for your family and resources.  We do, however, want to help you explore new ways to think about this list.  

1. How can you take "it" outside? e.g. If you are drawing, can you move outside to draw? Can you find sounds outside to make a sound riddle? 
2. How can you take it inside? e.g. If you were using the sun to find shadows, what kind of light source do you have inside? Can you find the rainbow of colors inside? 
3. How can you connect two (or more) provocations? e.g. If you go on a symbol hunt, can you then draw the symbols? Make symbols out of clay/dough? What kind of shadows will the symbols create?  Can you draw those shadows? 
4. What could you add to the original provocation? e.g. If you were using a regular lamp or flashlight to create shadows, how can you add color? How does color change the shadow or your choices for drawing/tracing the shadow? OR If you are making a collage with paper, how can you add natural materials (leaves, grass, etc.)? 
5. How can the children document their own work? e.g. The language of photography is a favorite in the Brown Room; cameras, iPods, iPads, etc. OR Using the audio recordings on SeeSaw, how can they share their thoughts about a photo or video that is shared? 
6. Can you revisit with an additional goal in mind? e.g. If you are going on a hunt for text, is it possible to collect some materials with interesting textures and use them in a collage, message, dramatic play set up, cardboard box transformation, or birthday gift? OR If you captured a photo of a shadow, how can you capture it's movement (video, drawing, painting, sewing, wire, adding music, etc.)?
7. Can you change or add a tool? e.g. If you have been using a glue stick, how does it change if you use liquid glue?  If you have been cutting paper with scissors, how does it change the experience if you tear the paper instead?
8. Can you leave the provocation just as it is and return to it multiple times, each time experiencing it in a new way? Maybe you change very little about the experience, and simply return with fresh eyes the next day. 

During a one-on-one call this week, a parent shared with us that this time at home has emphasized "the importance of the environment as the third teacher".  

Lella Gandini says, in The Hundred Languages of Children, "The environment is seen as educating the child. [...] To act as an educator for the child, the environment has to be flexible: it must undergo frequent modification by the children and the teachers to remain up-to-date and responsive to their needs to be protagonists in constructing their knowledge."

What can this mean during this time at home? Many things, but it does not have to be elaborate.  One way to think about the environment is to ask yourself, "How can I make it a "yes" space?"; a space where I can say, "Yes that is for you to explore/manipulate/create/change."  Another thing to consider might be how long you can leave something set up.  Can you keep two or three spaces or provocations available at a time?  Children naturally move among experiences, often returning or bringing them together.  It can also be helpful to consider how they can be set up for independent exploration. 

Lucia arrived with five different types of explores properties of paper: surface, crumpling, folding, and wrapping.  

Audrey shows us her paper messages (properties surface, folding, perforation, collage, absorption)  that she has been making. C.C. draws with a marker on her paper (properties of surface and absorption). Jane shows us a photo of her and Yaya and also colors with crayons on her paper (properties of surface and absorption.) 

Cedar and Janie were working with the surface of paper too: coloring and using adhesives. Cedar shows us her "boo boo."

Reed (and Leigh) had lots of materials for exploring surface and absorption properties of paper. She also sniffed the paper! 
(The many expressions of Reed!)

Messages are a great way to keep connected! What a pleasure it was to make messages with each other! So much thought and thoughtfulness was evident. Sylvie worked at cutting and tearing her paper and was so joyful to share her lovey, Lilac in a bunny suit. Lucia worked hard at a message for Audrey. Violet shared a message she received, from a friend outside of school, while Jane worked on a message, for a friend also outside of school. Audrey shared about the butterfly family she made, Lochie worked on drawing a spooky ghost, and Reed shared a unicorn symbol, perfect for thinking about Audrey's upcoming birthday celebration. Hopefully, we can be active in making messages and patient in receiving them. 

Carry over from last week: We hope that you've all had a chance to look at Seesaw and the provocations that we have been offering.  Please know that we are constantly working to make the threads and responses clear so that our work is as cohesive as possible; no platform is perfect, but we appreciate your cooperation and patience as we all figure this out!  It has been so uplifting to see all of the work that you are doing at home.  The photos, video, and audio are incredible and so meaningful to the work that we do!  

A list of our current (ongoing) provocations: (week 1 blue / week 2 yellow)
1. Show us your favorite place in your home 
2. Finding Green 
3. Construction 
4. Symbol Hunt 
5. How are you feeling?: Exploring Emotions through Portraiture 
6. Light and Shadows 
7. What do you see in the sky? 
8. Finding Yellow
9. Finding (other) colors 
10. Our animal friends at home: Drawing and Building 
11. Exploring Paper: Surface, Folding, Crumpling, and Wrapping
12. Where is...? 
13. Exploring Paper: Rolling, curling, quilling
14. Making Paper Journals
15. "I See A Song" by Eric Carle - drawing or painting to your favorite song
16. Making a Light Table at Home
17. Making Messages
18. The Language of Collage
19. The Language of Drawing
20. Exploring Patterns
21. The Language of Clay
22. Lines and Connections 
23. Tic Tac Toe in response to exploring lines
24. Upcoming birthday celebrations: Audrey and Violet (April)

*We will continue to offer a variety of provocations that are in response to the children's work and words.  The work and responses of the children are the core of the work that we do.  ​

Thank you all so much for joining us this week as we continue to figure out this "new normal".  We hope that you have found ways to keep busy and engaged with each other, the Brown Room families, and the St. John's family as a whole! Your continued support is so meaningful to us.  

Coming together as a large group, small group, and as a school is what keeps us connected to each other and the work that we do at school.  Each day, we are working to provide you with provocations and feedback that encourage the children to explore, engage in divergent and critical thinking, create with a variety of materials, and make connections to the world and people around them.  As educators, both in the classroom and from afar, we hope to scaffold their learning in a way that encourages them to try new things, work confidently and independently, and reach the "next step" in their development.  

​In the content below, we hope to share photos and memories, but also some thoughts behind our process as educators. 

This week, our intention for our large group Zoom calls was to connect through construction.  We saw quite the variety of materials:  Magnatiles, puzzle pieces, cardboard blocks, lincoln logs, doll house and furniture, wooden Jenga pieces, unit blocks, and Wedgits.  We saw a variety of structures, many which required careful attention to balance and stability. 

Of course, the children connecting to each other is essential to the work that we do.  While we may have moved to a new platform and way of connecting, the children never cease to amaze us with their ability to adapt and change.  We heard them speaking directly to each other during this call, hoping that their friends would notice their work.  

"Look what I made! Not very stable. It's really stable now." - Cedar 
"I'm gonna keep up that structure." Jack
"I have rainbow blocks!" - Janie 
"Lochie, look what I'm building! Hi Janie!" - Cedar 

Small groups brought us new information about what the children have been thinking about.  In all three of our small groups, the children brought their stuffed animals and pets to share.  We saw many bears, a bunny, a "sealy", dolphin, cats, dogs, etc. 

This "feedback" from the children inspired us for how we would build upon our construction work from Monday.  For Friday, we then invited the children to use their construction materials to build a house for their animals/stuffed animals.  Our approach is to listen to the children; listen by observing their behavior, listening to their words, reading between the lines what they say, etc. On this day, their eagerness to share their animals, told us that we needed to make sure we incorporated these animals into our work. 

During our Friday Zoom call, we saw many different types of structures in the works.  Violet had a clubhouse, Giacomo built a fort, Reed built a tall house for her dog, and more.  The children have done an incredible job of adjusting to this new platform.  We saw so many of them engaged and working as we gave each of them a turn to share.  

We have been trying to implement vocabulary that might help them understand our process.  We will take turns "highlighting" each child when it's their turn to share, or we notice that they have something to say.  "Going to put everyone on mute" or "make it where I can only hear ______" will indicate that we are listening to one child at a time. This vocabulary will evolve and shift as we all get used to the nature of Zoom meetings, but we appreciate your assistance with this.  Just as we do in the classroom, we want to make sure that every child's voice is heard and respected. 

We have opened two hour windows (10 am- noon) on Mondays (Melanie) and Thursdays (Elyse) for the children to have individual FaceTime calls with us.   Our goal is to maintain our individual relationships with each child/family.  These 20 minute time slots can be used for sharing a story, experience, game, a simple chat, or even a quick check in with the parent.  Relationships are at the foundation of what we do, so please take advantage of these times. 

We hope that you've all had a chance to look at Seesaw and the provocations that we have been offering.  Please know that we are constantly working to make the threads and responses clear so that our work is as cohesive as possible; no platform is perfect, but we appreciate your cooperation and patience as we all figure this out!  It has been so uplifting to see all of the work that you are doing at home.  The photos, video, and audio are incredible and so meaningful to the work that we do!  

A list of our current (ongoing) provocations: 
1. Show us your favorite place in your home 
2. Finding Green 
3. Construction 
4. Symbol Hunt 
5. How are you feeling?: Exploring Emotions through Portraiture 
6. Shadows 
7. What do you see in the sky? 
8. Finding Yellow
9. Finding (other) colors 
10. Our animal friends at home: Drawing and Building 
11. Exploring Paper: Surface, Folding, Crumpling, and Wrapping
12. Where is...? 

Please know that all of these are merely options.  We understand that you are all busy, and materials may be limited.  We simply seek to offer you open-ended provocations to engage with during your time at home; provocations that expand on the work that we were doing in the classroom, as well as work that will prepare us for an eventual return to St. John's (physical campus).  We will continue to offer a variety of provocations that are in response to the children's work and words.  The work and responses of the children are the core of the work that we do.  

Thank you for joining us today! 

We have been working to set up our YouTube channel and provide you a place to view the teachers/staff of St. John's reading stories for the children.  This link should allow you to "play all" or select specific stories that your child may want to listen to.  

The playlist will be updated as often as possible with new stories.  The link provided should still lead you to an updated playlist when the time comes.  Please let us know if you are having any difficulties with this process, and we will troubleshoot with you.  

We hope that you all enjoy these stories!  Nothing replaces reading with the children in person, but we have seen such wonderful feedback from you all so far regarding these videos.  

​https://www.youtube.com/playlist?list=PLNe8OSIeVnIA0-n23mk6czhF0atfLQMC7

Look at all the green! What details do you notice? Do you see lines, patterns, shapes, or more than one shade of green? What materials could you use to make something like the plants? Could you draw or paint what you see? Do the plants have different textures? What materials have similar textures? With a needle and green thread could you hand sew the the leaf shapes? Could you make a green collage or a texture collage? What more do you want to know about plants or green?