10/02/2022
Our thoughts exactly
We really need to get back to a better place...
For some reason, the preschool years are flooded with crafts and product-driven experiences. But why?
- Do adults feel more comfortable with recognizable pieces of "art?"
- Do we struggle recognizing the learning that happens though the open-ended art experiences and processes?
Are we driven by "cute" products, even if that means the teacher does more work than the child?
When I challenge crafts, I get A LOT of pushback. Let's clear some things up...
CLAIM 1: "THESE CRAFTS WORK ON FINE MOTOR SKILLS!"
MY RESPONSE: "Yes, but to a MUCH more limiting capacity. Because the teacher is doing more of the cutting, fixing, arranging (to all 10+ crafts) they are getting more of the fine motor workout than the children. When simply providing the children with materials and letting them explore, THEY are the ones who can now cut, rip, roll, pile, attach, detach, pinch, paint, scribble, pat, pull, etc. the materials. And because there is no end product in mind, there are no limitations as to how long they can keep exploring and exercising fine motor skills. So they're hitting a broader range of fine and gross motor skills, while doing so for a longer period of time. AND because it's open-ended, all children can approach and engage in the experience in a more individualized and engaging ways."
CLAIM 2: "THEY NEED TO KNOW WHERE FEATURES GO!"
MY RESPONSE: "Let's give children more credit than this. From infancy, babies recognize facial features. They'll know it's odd if a person has eyes on their elbow, or a mouth on their forehead. Just because a child doesn't place googly eyes, mouth, etc. in their "appropriate" place, doesn't mean they don't recognize or understand facial features. When you give them these materials, they aren't focused on assembling a face, but rather their focus is on learning more about the materials in their hands; how they feel, what they can do, how they work/dont work together, etc. As they get older and begin mastering these materials, let them FIGURE IT OUT and place features accordingly when they're able and wanting to do so. Showing someone where to paste eyeballs and other pieces is basically removing the thinking PROCESS. Again, our focus needs to be on the process/learning, and not an outcome. "
CLAIM 3: "THIS IS WHAT THE PARENTS WANT!"
MY RESPONSE: "We are not babysitters. We're early childhood leaders/educators. We need to understand developmentally appropriate practice and advocate for it. Parent's will be far more receptive if we explain the "why" and "how." When they know these experiences fuel holistic learning across the board, they'll too be on board.
CLAIM 4: "I JUST GIVE THEM THE PIECES AND LET THEM ASSEMBLE HOW THEY WANT TO!"
MY RESPONSE: "This is definitely progress. You're allowing for greater autonomy and choice of where the children place the materials. But the problem is we're still putting an emphasis on a product. So if you have a board with a bunch of owl cutouts saying your class is a "hoot!" we're subliminally saying the children "made owls," even though the teacher cut out a bunch of owl silhouettes, beaks, etc. Even though the child put the eyes on top of each other, the beak on the wing, etc. Why do we have to do any of the child's work for them. Bulletin boards should be of their authentic work from start-to-finish, with some photos of them working and corresponding descriptions of the learning - keep it authentic and meaningful!
CLAIM 5: "ITS REALLY NOT THAT BIG OF A DEAL. MY KIDS LIKE THIS. IT"S NOT HURTING ANYONE!"
MY RESPONSE: "These product driven crafts destroy creative thinking. A child can't utilize prior knowledge, imagination, and creative-thinking to make a cat if they have a specific model and specific materials in front of them. They're just going to learn how to copy a cat, not THINK about how they could make one. Giving children the answers does hurt them cognitively. It also hinders flexibility and independent exploration. I can not begin to (sadly) tell you how many children I've worked with that have been so accustomed to seeing a specific model and given so much direction that the idea of not having that cripples them. "Show me what to do!" "I don't know what to do!" "Can you do it for me?" This is a big deal. This is hurting the children. Children shouldn't have such pressure on them to produce measurable results. And we need to get out of their way with answers and outcomes and focus on learning HOW to learn. Crafts are fine to do here and there, as long as a child is able to do it from start to finish, independently."
CLAIM 6: "CHILDREN NEED TO FOLLOW DIRECTIONS!"
MY RESPONSE: "take off your coats, sit down, line up, go to this center, clean this center, leave this center, raise your hand, put your hands down, look at me, voices off, pack up, coats on, etc. Children follow directions all day long, probably more than they should. Now we're controlling their art. What is the point of art? What are the learning objectives? Again, in these moments if we're directing the children, we're removing their opportunity to think. This is the last place we should have directives - granted we probably do, such a don't bring the paint out of the center, clean off your hands when you're done, switch centers, etc. We have to be more comfortable in promoting a child's ability to self regulate, make decisions, be autonomous, and embrace creative and critical thinking. They can't exercise these essential skills if they're constantly directed.
I know this can be a super foreign concept, making it quite uncomfortable to even consider. But when we know better, we can do better. When we're open-minded, receptive and willing to try new things, we take our practice to whole new levels. Here's to growing and learning together!
