February 21st, 2015

CREATING A SOLUTION FOR A PROBLEM

How do children prepare themselves to set in motion an idea when the
process to completion has not been thought of, but where materials have begun to
pique interest?
As D. M. began exploring the endless possibilities of creating and
building with cardboard in order to make a ramp that would make a car travel a
long distance he paused, realizing that his first few attempts of constructing a
ramp did not meet his goal of making his car independently move a long distance.
After a few moments of silence he turned to the early childhood educator who had
given him the provocation which led to his desire to create a ramp and said, It
wont work. The two then began to discuss possible ways in which they could
stabilized the cardboard so that it could independently stand on its own,
transforming the materials into the ramp D.M. envisioned for his car.
After the ramp was proven to be structurally
sound D. M. picked up a marker and began writing on
the top portion on the board he used support his ramp.
Noticing this the early childhood educator asked, what
are you writing down? D. M. replied the car needs a
road so it knows where to go and we need teams to
race. He then began drawing lines watching D. M.
intently draw on the board the early childhood educator
asked him, are those the lines to show the car where to
go? As D. M. continued to draw he responded, yes,
its ready lets race. The two then began testing the race
track as they let their cars drop down the board and onto the ramp.
Shortly after the D. M. and the early childhood educator began experimenting with the track, D.M. once
again picked up a marker and began drawing lines on the board. With a smile he turned and said, We need to
keep track of the points. He then counted 1, 2, 3, 4 for me and 1, 2, 3 for you.

What seems at first to be a simple play

experience can often turn into a complex learning
opportunity for children. An interest in building a
ramp created an opportunity to practice
communication and problem solving skills both
independently and with others, while using
symbols, as well as oral and written language to
convey messages. The complexity within
childrens thinking can be seen when they are
given time to make meaningful connections
through their play experiences.