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PLAi meeting January 27, 2025Meeting 4: January 27, 2025
Meeting 4: January 27, 2025
Play!
PLAiful Poem of Hope & Resistance.mp4For this month's playful activity, we were guided by the question:
What object, word, phrase, quote, action, etc. is giving you hope, strength, resilience, or inspiration?
We added our thoughts to our Miro board, and then took turns co-constructing a "poem" of sorts from the words, quotes, and images. See the video above for the sped up process!
Looking Playfully at Documentation
This month we tried out the Looking Playfully at Documentation protocol (created by the Pedagogy of Play team at Harvard Project Zero) used by the group last year to look at images, videos, notes, etc. from our work with children. Lisa brought documentation from her work with children last year that she is using in her doctoral research, and posed the following questions as lenses:
What might we understand about child-nature relationships from participating in/observing children’s play? How do pedagogical spaces and “teacher moves” impact these relationships?
Some reflections that emerged through the protocol-supported discussion:
the role of relationships between children, teacher, materials in pedagogical encounters
rule-boundedness and permission to break/change the rules, and what this does for learning, relating, sharing
children's logics and understanding of materiality (is he pecking with the pencil on the wooden table because he's connecting to woodpeckers' relationship to wood?)
Who/how/where/why
Who/how/where/why
We picked up threads from last month's discussion about play and questions we had about the purpose of play through reading two articles and watching a Tedx Talk and a video about play from Harvard's Center on the Developing Child.
Tiffany led us in a reflection on our own childhood play experiences, and how (un)supervision and (un)safety are both necessary and somehow limiting.
Concluding thoughts
The value of community in challenging and uncertain times (if we knew our neighbors better, would we trust them to care for our children and therefore allow our children more freedom?)
Connecting to our inner child to better understand the children in our care (if we remember our own childhood play and the positive impact it had on us, would we support freer experiences for our children?)
Acknowledging identities as complex and changing in relating to others about what's best for children (the gut-wrenching feeling of a parent watching their child in the world)
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