How can you connect the book to other learning experiences you have had or are having in the residency?
This whole notion of "you can't say you can't play" is one that I've been interested in for quite a while, though I never termed it as brilliantly as Paley did. I think excluding others in play is part of the growing process. Unfortunately some people never grow out of it.
I've seen instances of this exclusion at every classroom I've observed. Most often it's been the child who was overweight, physically disabled, mentally or emotionally challenged, or otherwise socially awkward. There is this creative mind within which a child lives that is wonderfully brilliant, yet there is a primal aspect of it that seems to sense a weakness in another child and uses it for an advantage of power.
In the instances when I've seen this drama play out, sometimes I've been in the game, and other times I've just been a witness. It's easier when I'm in the game, because I set the tone. I model allowing someone to enter a game when the time is appropriate, i.e. when the round we are playing is over, or until there is an opening for another player. So I guess it's fair to say that there are time when you can say, "you can't play right now."
It's more difficult when I'm the witness on the side. I've intervened and asked the excluder why a person can't play, and s/he would sometimes have a seemingly valid reason. Sometimes the person that wanted to play would want to do so just to disrupt the game. However, more often it was because the excluded person was different in at least one of the ways I mentioned above. In this instance, I would go with my gut. If it seemed reasonable, I set the rule that the child could play, and I would join the game as well to make sure it there was no fallout. Other times, I would let the excluded kid know that sometimes people don't want to play with another person. I acknowledged how that can be hurtful, but also I modeled how s/he could find another play friend.
Modeling is the key. That is why I really like to be involved in games with kids. I like to have fun, and often many kids want to join the game. I can see how some kids in the game get annoyed or frustrated because now there's less attention on them, because of the disruption of flow of the game, or because of the modifications to the game that must be made for another player. In wanting to keep things fair for players that initiated a game, and in seeking to acknowledge kids that want to be a part of the fun, there needs be be a balance.
I've only recently begun the book, so I'm eager to see where the author goes with this concept. For now, I'm not sure if I agree with her 100%. I think sometimes you can say you can't play, but it shouldn't be in the way of simple exclusion. We'll see...
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ReplyDeleteI was intrigued and a bit confused while reading your post until I got to the end when you said that you haven't finished the book yet. Before I read Paley's book, I didn't think it was plausible or possible to enforce her YCSYCP rule. A lot of the points you make are valid; that kids can get upset when there is a "disruption of flow of the game, or because of the modifications to the game that must be made for another player", but I think we all know from experience that it is more hurtful to be told we can't participate and are exclude from the game.
ReplyDeleteWhile it seems reasonable, your idea that it is ok to say "you can't play right now" is the same thing as saying you can't play. In the book, Paley addresses a situation where one of the student's says that she is playing with one person today, a different person tomorrow, and a different one the next day. I think Paley's response to the student will make you reflect on your stance on "yon can't play right now." Actually, I like that you posted before finishing the whole book because I am curious to see if your opinion changes and it what ways, or if you stand by the beliefs you stated in this post.
Octavio, I think it's a great strategy how you would join in a game in order to make sure there was no fallout. I think direct teacher involvement "in the game" is key.
ReplyDeleteI found this interview with Paley where she describes a strategy of getting into the game through storytelling...
http://www.naeyc.org/content/conversation-vivian-gussin-paley
"Samson and Aaron, two 4-year-olds, are having a knock-down, pull-apart fight in the blocks. Mrs. Tully separates them and immediately begins a story. She’ll get to the part about fighting later. She always uses the characters from her grandfather’s storytelling, so the children know them. She says, “Oh dear. Miranda the Cow would be very sorry if she saw Samson and Aaron. She would be afraid that her milk would turn sour. Whenever there’s fighting in the barn, her milk turns sour. And then Grandma and Grandpa can’t have sweet milk for their coffee. And the little cats, they might decide to copy the fighting and push the baby lambs. And how would that be?”
I think it's important not to be too sanguine when looking at our philosophies and recognize that despite having the best ideals in mind, one must anticipate challenges to that ideal. For this reason, I do appreciate your post greatly because it acknowledges there are significant challenges to YCSYCP rules.
ReplyDeleteIf two students are playing checkers, can a third just wander into the game? If four students are building with blocks, can a fifth just enter the play area and start knocking over what they built? If the maximum number of students are painting in the art area, can another just hope onto an easel? Paley encounters some of these challenges, but it is unrealistic to say that these and all similar challenges can simply be addressed by some form of inclusion.
Yes, sometimes some students may be excluded. That doesn't mean this exclusion is in some way inherently wrong or evil. It is when you see exclusion that is wrong that you have to step in. The key is being aware of which students get excluded, why, and how often, and then you can properly address the exclusions in productive and appropriately responsive ways. In most cases, YCSYCP will apply, but sometimes it may not, and I think it's OK for us to acknowledge those exceptional situations and not place them under the blanket rule just because we believe it "has" to work all the time. As with any rule, sometimes it may not work, and sometimes it may have to be bent.
Obviously having completed the reading by the responses that I've posted to other blog postings, I follow up my initial post by saying that I stand by it. There are times when you can say you can't play, but it's very situational. As a checklist for anyone who hasn't found my post to have answered the initial blog questions, I will outline them as follows:
ReplyDelete1. How can you connect the book to other learning experiences you have had or are having in the residency?
I've seen instances of this exclusion at every classroom I've observed. Most often it's been the child who was overweight, physically disabled, mentally or emotionally challenged, or otherwise socially awkward. There is this creative mind within which a child lives that is wonderfully brilliant, yet there is a primal aspect of it that seems to sense a weakness in another child and uses it for an advantage of power.
In the instances when I've seen this drama play out, sometimes I've been in the game, and other times I've just been a witness. It's easier when I'm in the game, because I set the tone. I model allowing someone to enter a game when the time is appropriate, i.e. when the round we are playing is over, or until there is an opening for another player. So I guess it's fair to say that there are time when you can say, "you can't play right now."
It's more difficult when I'm the witness on the side. I've intervened and asked the excluder why a person can't play, and s/he would sometimes have a seemingly valid reason. Sometimes the person that wanted to play would want to do so just to disrupt the game. However, more often it was because the excluded person was different in at least one of the ways I mentioned above. In this instance, I would go with my gut. If it seemed reasonable, I set the rule that the child could play, and I would join the game as well to make sure it there was no fallout. Other times, I would let the excluded kid know that sometimes people don't want to play with another person. I acknowledged how that can be hurtful, but also I modeled how s/he could find another play friend.
2. How does Paley's educational ideology support or challenge your own?
Paley's ideology has value but challenges my own as I stated above, "Modeling is the key. That is why I really like to be involved in games with kids. I like to have fun, and often many kids want to join the game. I can see how some kids in the game get annoyed or frustrated because now there's less attention on them, because of the disruption of flow of the game, or because of the modifications to the game that must be made for another player. In wanting to keep things fair for players that initiated a game, and in seeking to acknowledge kids that want to be a part of the fun, there needs be be a balance."
3. What ideas from the book are you interested in incorporating in to your classroom?
The ideas from this book that I would be interested in incorporating into my classroom I shared in some of my responses already, but here it is again. The story telling was the most influential idea. Paley had it down to a beautiful science. As I found with Judy from the Ben Samuel center as well, children really relate to stories. When they're told in a dynamic way, they can really help students to understand situations more fully. They all inspire students to take on the roles of storytellers and actors.