Children are Not Nouns. They are Verbs.

"To garden," writes Ferris Jabr in his book Becoming Earth, "is to engage in a form of coevolution -- not just with plants and pollinators but also with roots and fungi, microbes and microfauna, sun and soil."

Our garden in the center of our preschool playground is a place to play. The plants are there to explore with our fingers, our eyes, our noses, and our tongues. We discovered one year that we enjoyed eating radish seed pods more than the radishes themselves, which we had neglected to harvest, making it possible to experience those pods. 

We tend to think of farmers as people who "work" the soil, who tend and harvest radishes and other plants as food, ripping them by the roots, leaving only a few to serve as seed stock for the next crop. But "to garden," I think, is a wholly different thing: it is a process of existing with these plants, pollinators, fungi, microbes, microfauna, sun and soil. That is to say, to play with them, or put another way, to co-evolve.

When children play together we see them adapt to one another through an ever-moving process of agreement, negotiation, and bickering. Sometimes it all erupts in a kind of supernova of impossibility, everyone scattered, everyone briefly on their own as they seek others with which to play. Other times it dwindles to an end. But if the game is to continue, everyone must find a way to get their own needs and desires met while creating the space for others to get their needs and desires met. This means it must change, must evolve, or die, like everything.

We tend to talk about evolution as something that happened over millennia, or as a competition, or as a climb toward some higher state. When children play, however, they are simply doing it.

They are not nouns, but rather verbs. They are both shaping the process and being shaped by it. They are in the midst of the process that connects us with one another, and with everything. It's a process without beginning or end or purpose other than to sustain itself by becoming something else.

A game of chase becomes a game of fighting becomes a game of "let's pretend" becomes . . . And so on. Play, like learning, like gardening, like living, is a process that interacts with other processes. Children too are processes, not products. 

So much of conventional education treats childhood as a manufacturing operation whose product is a particular kind of adult. School readiness. Kindergarten readiness. College readiness. Career readiness. We're forever evaluating children according to what they're going to become rather than attending to what's happening right now. It's like we see ourselves as farmers producing a crop rather than gardeners tending a garden.

When we're gardeners -- to garden -- we don't have to teach children to understand the assignment. We don't have to get them ready. When they are playing, making art, wondering, talking, building, destroying, rebuilding, running, pretending, they aren't producing things, they are making connections. They are engaged in co-evolution.

Maybe our greatest mistake isn't that we've failed to teach children how the universe works, but rather that we persist in interrupting them while they're already doing it.

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Books have a way of transforming us unlike any other media out there. Be it fiction or non-fiction, a books has the power to fully immerse us into a world in ways that makes us come out the other side a changed -- and better -- person. I've put together this list of 16 books that have done that for me. They are intentionally not early childhood books, although each one has, in one way or another, profoundly transformed my work with young children. Maybe you'll find a few new ones here that will do the same for you. To download the list, click here.

I put a lot of time and effort into this blog. If you'd like to support me please consider a small contribution to the cause. Thank you!

Compulsory Education

"We should banish the idea," writes Alfred North Whitehead, "of a mythical, far-off end of education."

We require our children to go to school, not just for their own good, but, ostensibly, so that they will be prepared for the rights and responsibilities of being citizens in a self-governing society.

At least that's the theory. Polling finds that the overwhelming majority of Americans favor compulsory education for children between the ages of six and eighteen. But if education is so important, why does it only apply to children?

What if, instead of declaring childhood the "end of education," we required all of us to continue going to school? I mean, if it's good for the kids, and good for democracy, then why not make it mandatory for everyone?

I can already hear some people saying, "Screw that! I don't need the government telling me what to do." Fair enough. Governmental overreach is one of the reasons we fought our Revolutionary War. But if we accept that argument (and I'm not saying we shouldn't), then why do we overwhelmingly believe that every child must spend their formative years under the yoke of compulsory schooling? 

Just as a thought experiment, what if every citizen was required to take a four-week (or six-month) paid educational leave every five years. Let's imagine for the sake of this thought experiment that employers were on board, holding your position for your return and that entrepreneurs would be paid a fair stipend. Let's also make it clear that this isn't mere professional development and there would be no fixed curriculum, but rather an open-ended opportunity to learn about whatever interests you. And you would continue to be obliged to do this even in retirement.

At 30 you might study constitutional history, ceramics, ecology or statistics. At 45, philosophy, child development, artificial intelligence or music. At 65, geology, poetry, evolutionary biology or local government. Some portion could involve gathering with people unlike yourself to discuss genuinely difficult public questions. 

We currently devote our compulsory education and resources almost entirely to the people with the least political power. Children can't vote. They can't sit on juries. They can't run corporations. They can't legislate. They can't serve on school boards. They can't even legally own property. Meanwhile, the people actually exercising all those powers have no corresponding obligation whatsoever to continue learning. It's not a reach to wonder if this stands at the heart of much of our political dysfunction.

We commonly justify compulsory childhood schooling by saying something like, Children don't yet know enough to know what they need to know. But surely that remains true of us at 40, 60 and 80. Indeed, one of the things education ideally teaches us is just how enormous the territory of our ignorance is.

The idea of compulsory schooling sounds somewhat reasonable when we talk about children, but quite authoritarian when applied to adults. What does this tell us about our attitudes toward both children and education?

The objection most of us would have, I think, is that we don't want our government mandating our own education, but let's try flipping it around. What if society was compelled to provide the conditions for lifelong education? Your employer couldn't say you're too busy. Lack of money would not exclude you. Childcare couldn't make participation impossible. Education would become something society owed you, not just in childhood, but throughout life.

And here's the key to this thought experiment. What if we made it radically free: you must learn, but nobody gets to tell you what to learn?

Here are libraries, universities, workshops, museums, laboratories, studios, teachers, craftspeople, naturalists, historians, artists, scientists, and communities available to you. Your job is to spend this month learning something. What that is would be up to you.

Suddenly, "compulsory education" doesn't sound quite so much like coercion. It starts sounding like a right that is so important that society insists you exercise it. And, to my ear at least, it begins to sound like an opportunity more than an obligation. The compulsion has subtly shifted from the learner to society.

Of course, the devil is always in the details, but so is god. 

And it raises the question: why can't our children's education be like this? Our current educational system is fully compulsory. We tell children what they must learn, when they must learn it, how long they have to learn it, and how they must demonstrate that they've learned it. 

If I proposed giving every adult a month (or 6 months) every five years in which they were required to pursue an education of their own choosing, would we experience that as an infringement on our liberty? Or would we see it as an astonishing expansion of it?

Speaking for myself, I'd answer the latter. I don't think I would be alone in welcoming the idea of periodically setting everything aside to fully exercise my curiosity, to expand my knowledge and skills, not for monetary gain, but for the joy of it. The fact that it would make me a better citizen is a wonderful side-effect. 

And it makes me wonder if perhaps the problem with compulsory childhood education isn't that it's compulsory, but rather it's what we've made compulsory.

******

Books have a way of transforming us unlike any other media out there. Be it fiction or non-fiction, a books has the power to fully immerse us into a world in ways that makes us come out the other side a changed -- and better -- person. I've put together this list of 16 books that have done that for me. They are intentionally not early childhood books, although each one has, in one way or another, profoundly transformed my work with young children. Maybe you'll find a few new ones here that will do the same for you. To download the list, click here.

I put a lot of time and effort into this blog. If you'd like to support me please consider a small contribution to the cause. Thank you!

The Trouble With Being Right in a Wrong World

In the country of the blind, goes the proverb, the one-eyed man is king.

In his 1904 short story "The Country of the Blind" H.G. Wells writes of a sighted man named Núñez who finds himself in exactly this position. Instead of being crowned king, however, the concerned citizens find his claims about "seeing" to be delusional and propose removing the organs that are clearly the cause of his mental illness. The story ends with Núñez fleeing into the wilderness where he presumedly dies in the effort.

The message is clear: possessing an ability (or knowledge or genius) that nobody recognizes is more likely to cause others to see you as defective rather than superior. 

For instance, there are those, like Thom Hartmann, who assert that their ADHD is his superpower. The big idea behind his "Hunter/Farmer hypothesis" is that traits we label as distractibility, impulsivity, stimulation-seeking, hyper focus, rapid shifting of attention and risk-taking, would have been quite valuable to hunters, while the modern classroom and workplace only tend to reward the steadier "farmer" traits. Hartmann says the genesis of his theory was an attempt to give his ADHD-diagnosed child a less-disempowering story. "It's only a flaw," he concludes, "if you're in a society of farmers."

In a similar vein, several of my autistic adult friends and colleagues have at various times confessed that they often feel themselves superior to us "normies," especially when it comes to understanding things like complex systems or accurately remembering details.

None of this is to suggest that neurodivergence doesn't come with challenges, only that it cannot be viewed only as a deficit.

Thirty-five years after his short story was first published, Wells extended it with a new ending. In the revised version, Núñez escapes into the wilderness, but looks back to "see" that a catastrophic rockslide is about to destroy the country of the blind. He returns to warn them, but they don't believe him precisely because his warning depends on this delusional thing called "sight." Núñez escapes, but the rest are crushed under the rocks.

In the original version, the tragedy is Núñez's alone, while in the retelling the tragedy is everyone's.

There is, of course, an irony in using blindness as a metaphor for deficit in a story about the dangers of deficit thinking. Wells was writing more than a century ago, and his metaphor carries assumptions about disability that I don't share. What's interesting, however, is the deeper question his story raises: Who gets to decide which human capacities count as gifts and which count as defects?

Modern schooling is focused almost exclusively on defining and "fixing" the perceived deficits of children. We shame them. We tell them disempowering stories. We cast their superpower as a delusion, a flaw, and an illness. The one thing we rarely consider is that maybe it's us who must change.

This is one of the great promises of play-based (or self-directed) learning. When children are free to play, we aren't compelled to measure them against any single standard of what a child ought to be. There is a place in our country for the child who can't sit still, the child who becomes obsessed with a single idea, the child who takes risks, the child who notices what the rest of us cannot "see," the child who thinks and communicates and connects in ways we don't immediately understand.

Our job isn't to "cure" children of the things that make it difficult for them to thrive in the world we've made. Maybe our job is to join them in remaking the world in which there are no kings.

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Books have a way of transforming us unlike any other media out there. Be it fiction or non-fiction, a books has the power to fully immerse us into a world in ways that makes us come out the other side a changed -- and better -- person. I've put together this list of 16 books that have done that for me. They are intentionally not early childhood books, although each one has, in one way or another, profoundly transformed my work with young children. Maybe you'll find a few new ones here that will do the same for you. To download the list, click here.

I put a lot of time and effort into this blog. If you'd like to support me please consider a small contribution to the cause. Thank you!

Toward Wisdom Rather Than Mere Education

It's "fire season" here on the West Coast of the US. Currently, there are 32 active "large" fires burning, not to mention the dozens of smaller fires or the 50 or so large fires currently burning in other regions of the US.

The whole idea of a "season" during which destructive fires burn out of control is a modern invention. Up until the late 19th century, Indigenous people across the US, but especially on the West Coast, regularly engaged in prescribed or cultural burning as a tool for tending the landscape. These intentional small, low-intensity fires cleared undergrowth, encouraged grasses and other useful plants, improved forage for game, maintained open woodlands, made travel easier, stimulated plants used for basketry, and reduced insects and disease. And, of course, one of the consequences was that these small burns done during cooler, wetter months, consumed the fuels that otherwise accumulate and feed the catastrophic fires we today experience every summer.

When Europeans began colonizing North America, they thought they were "settling" pristine, untouched, wilderness, when, in fact, for thousands of years, the native population had been responsibly working cooperatively with the land, not just with fire, but in countless other ways. Europeans missed it because it simply didn't look like the sort of clear-cut and plow methods of "dominating" or "subduing" nature employed back home. They missed it so badly, that they criminalized Indigenous fire practices, creating the "fire season" that is currently destroying thousands of acres of precious forest and filling our air with toxic smoke.

Every species shapes its environment at least as much as its environment shapes it. Beavers are a famous example. They have been at work engineering and shaping the planet's surface for some 8 million years. 

And it's not just animals. Plants also "tend" their environments. "When grasses emerged between 100 and 70 million years ago," writes Ferris Jabr in his book Becoming Earth, "Rather than rely on robust and elaborate defenses (as did their plant predecessors), certain grasses negotiated a symbiosis -- an ecological partnership -- with large herbivores. These grasses offered grazers endless fields of tender green leaves that quickly regenerated when shorn (or burned). In exchange for this perpetual sustenance, mammoths and the megafauna trampled, ate, and otherwise deterred the grasses' main botanical competitors, such as shrubs and trees, and fertilized the fields with their copious dung." 

Humans seem to be unique in that we are able to be conscious about our efforts to shape ourselves and our environment, both for good and bad. 

Cultural burn practices emerged over centuries during which conscious humans observed and experimented with fire, not as a destructive force to be feared and fought, but rather an essential aspect of a thriving environment. It was an ongoing process of learning to, not manage, but live reciprocally with a fire-adapted landscape. 

This process led to a kind of collective wisdom that wasn't just passed down from generation to generation, but rather continued to grow and evolve, through the conscious practices of observation and experimentation.

In our rush to fill our children's heads with "knowledge" in the name of mere education, we continue the colonizer's practice of domination and management. So much of what passes for schooling is the intellectual process of clear-cutting and plowing in order to plant the crops we think we prefer. When a child isn't compliant, when a child is incapable of being a docile empty vessel to be filled, we treat it like an emergency, a fire to be doused or a weed to be eradicated. Many of the mental health and other challenges our children face today, are the result -- the wildfire -- of this approach.

The practice of observation and experimentation, however, causes us to ask, "What is this child telling us?" The practice of observation and experimentation leads us to explore how we can work with children rather than attempt to somehow manufacture them. When we place observation and experimentation at the center of our work, we discover that the children are likewise observing and experimenting: adapting and tending, which is the essence of all human wisdom. 

At the core of this wisdom is the awareness that there is always more to learn from observation and experimentation. It's the process of living, one that cannot be undertaken alone, but in cooperation, collaboration, and reciprocity with the other people, animals, and plants, not to mention the earth, the wind, and the fire.

******

Books have a way of transforming us unlike any other media out there. Be it fiction or non-fiction, a books has the power to fully immerse us into a world in ways that makes us come out the other side a changed -- and better -- person. I've put together this list of 16 books that have done that for me. They are intentionally not early childhood books, although each one has, in one way or another, profoundly transformed my work with young children. Maybe you'll find a few new ones here that will do the same for you. To download the list, click here.

I put a lot of time and effort into this blog. If you'd like to support me please consider a small contribution to the cause. Thank you!

Motivated By Belonging and Doing

Not long ago, one of our toilets stopped flushing: the chain that connects the tank lever to the flapper had broken. I cycled to the hardware store and located the replacement part I needed. Back home, I turned off the water to the toilet, flushed the tank dry, removed the old part, installed the new one, and turned the water back on. Then, although I was confident I'd set things to rights, I gave it a flush, taking satisfaction in watching the tank empty and refill as it ought to.

I've made this simple repair a number of times in my life. I remember my roommates and I panicking a little when it first happened in college. We were all slightly afraid of our landlord, professional plumbing repairs were not in our budget, and the internet didn't yet exist, but between the five of us young men we figured it out. I've not asked any of them, but I expect that the world is today populated by dozens of flappers that we have collectively replaced with our own ten hands.

I'm not a plumber, but I've learned to repair a toilet. I can also snake drains, replace faucet handles, and know when to put my tools away and call in a professional. 

As a boy, I admired my elders' knowledge about the world. They knew how to fix things, cook meals, drive cars, grow vegetables, chop wood, fold laundry, and operate lawn mowers, vacuum cleaners, washing machines, and can openers. They inspired me to want to do those useful things myself.

Rudolf Steiner, the founding philosopher of the Waldorf school pedagogy, built his approach upon the idea that young children ought to be be immersed in environments in which they are surrounded by adults engaged in practical day-to-day activities and projects. Rather than assigning tasks to children, the adults' role is simply to go about their business of living, including children when they wish to be included and answering questions. Not only do children learn the basic skills of life in this way, but they also see that participating in practical day-to-day activities and projects are desirable acts of belonging, of community.

Parents often complain that their children refuse to tidy up their rooms or help out around the house, something most of them do, even eagerly, around our preschool classroom. I expect that's because we so often expect them to do it alone, which is unnatural, or we treat it like something undesirable, chores to be done grudgingly as an interruption to, rather than as a part of, our lives. 

As the great John Dewey wrote, "Education is not preparation for life; education is life itself. Education, therefore, is a process of living and not a preparation for future living." I'm happy to be an adult who can do things for himself, but that was never my goal, nor is it the goal of our youngest citizens. They are motivated by belonging and doing which is what makes life worth living.

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Books have a way of transforming us unlike any other media out there. Be it fiction or non-fiction, a books has the power to fully immerse us into a world in ways that makes us come out the other side a changed -- and better -- person. I've put together this list of 16 books that have done that for me. They are intentionally not early childhood books, although each one has, in one way or another, profoundly transformed my work with young children. Maybe you'll find a few new ones here that will do the same for you. To download the list, click here.

I put a lot of time and effort into this blog. If you'd like to support me please consider a small contribution to the cause. Thank you!

Forever Changing

We converted an old, worn out sensory table into a worm bin that lived adjacent to our playground garden.

I began by drilling holes in the bottom so it could drain, then filled it with soil, from a previous garden that had been left to fend for itself for years, maybe decades. A variety of weeds had taken root, native plants hearty enough to survive in our urban setting. The children had already discovered that there were earthworms aplenty, so we filled our aspiring bin one afternoon with spadefuls of dirt, stems, leaves, roots, and worms. 

The worms weren't having it. Within hours they were dangling from the bottom of the table, making their escape from the holes I'd drilled in the bottom. They had found themselves in the wrong ecological niche. Earthworms have evolved to dig in all directions, including vertically. The shallow bin was simply the wrong habitat and they took matters into their own hands (so to speak) by returning to where they belong. 

This is when we learned that what we wanted were red wigglers, which are a compost-dwelling type of worm. Once we introduced a handful of those (donated from one of our families' compost piles), we never had to add another worm on our own. For nearly two decades, from those original worms, we managed to maintain a thriving population in that tiny space, through a move, many freezes, flooding, neglect, and, most impressively, the constant intrusion of curious children. We had obviously created a place in which they could thrive.

Our worm bin was a place of constant change. In early November, for instance, we would toss our rotting Jack-o-lanterns in there, already growing beards of mold, then observe, and actively participate in, their decomposition. We added leaves, apple cores, paper napkins, wood chips, and all kinds of other organic matter (and some not so organic matter), then, day-after-day let the worms and various microbes do the work of manufacturing soil. Occasionally, we would use some of the compost in our garden beds, but mostly it was a kind of laboratory in which we studied the slow, steady process of earth creating itself by transforming one thing into another.

In her novel, The Parable of the Sower, Octavia Bulter's protagonist, Lauren Olamina, creates a spiritual belief system she calls Earthseed:

All that you touch You Change.

All the you Change Changes you.

The only lasting truth is Change.

God is Change.

Some change is sudden, of course, like a move from one house to another or switching to a new school. I imagine it was quite a surprise to those earthworms to suddenly find themselves bin-bound. But most change is like the changes that occurred in our worm bin, incremental, day-by-day, happening right under our eyes, fingers, and feet. The children themselves are growing, transforming at every moment; we ourselves are changing, adapting to the changes around us. We change right up until the day we die, and beyond, our bodies, like those Jack-o-Lanterns, returning to the soil.

I know too many adults for whom change is something to fear, who gird themselves against it. They fight aging, they rage against social or cultural progress, they fear that every new technology is a harbinger of doom. They seek to steer or stop it, hearkening back to the "good old days," shaking their heads over "kids these days." And they're not entirely wrong. Change always begins with the death of something, often something treasured, something precious, something we cannot quite imagine life without.

“The old world is dying," writes Fiamma Montezemolo, "The new one is slow in appearing. In this light and shadow, monsters arise.” And those monsters are both real and imagined, even as we, living, as we must, in the present, cannot possibly distinguish between the two. Even a casual review of history tells us that change is always a blessing and a curse for something or someone. The fossil record is a record that tells us that well over 99 percent of every species of life that has ever existed is extinct. So yes, some of the monsters are real.

For our youngest citizens, however, there is no "old" world. They live in the ever-emerging present, part of the world being born, with no foot in either the past or the future. Their only motive is to be a part of it, to grow, to learn, to connect (i.e., to change) and to explore their world as agents of change.

In her novel Eva Trout, Elizabeth Bowen introduces a child by what he has done while the adults fretted over their uncertain future: "The boy straightway tipped his handfuls of treasure on to the rug at Eva’s feet, then crouched down, absorbedly starting to sort things out — half of a mangled teaspoon, a minute wheel off some minute toy, the crushed empty shell of some wild bird’s speckled egg, three or four slivers of splintered mirror, particles of Woolworth willow pattern, flower-pots, Crown Derby and, not least, one orange wooden button. Could his hands have held more, more would have been deployed. What there was, he was making into a pattern."

This is what children have always done and continue to do when we are busy looking the other way. They collect the parts of the world that is dying, the loose parts, and play with them, making new patterns, inventing new things, actively participating in the holy work of change. They dig their fingers into the soil to help the worms transform what is into what will be. We adults would do well to join them more often with no other goal in mind than to live.

"Accept the images that God has provided," Butler writes through the eyes of her young protagonist, "They are everywhere, in everything. God is Change— Seed to tree, tree to forest; Rain to river, river to sea; Grubs to bees, bees to swarm. From one, many; from many, one; Forever uniting, growing, dissolving— forever Changing. The universe is God's self-portrait."

******

Books have a way of transforming us unlike any other media out there. Be it fiction or non-fiction, a books has the power to fully immerse us into a world in ways that makes us come out the other side a changed -- and better -- person. I've put together this list of 16 books that have done that for me. They are intentionally not early childhood books, although each one has, in one way or another, profoundly transformed my work with young children. Maybe you'll find a few new ones here that will do the same for you. To download the list, click here.

I put a lot of time and effort into this blog. If you'd like to support me please consider a small contribution to the cause. Thank you!

The "Curiosity Chemical"

Dopamine is a neurotransmitter that is commonly misunderstood as the "pleasure chemical." In modern slang, we talk of "dopamine hits" to describe what people are doing when they, say, spend hours scrolling their social media feeds or waste a day playing video games. 

Dopamine is involved in those activities, of course, but not the way many people think. It doesn't serve as a reward, but rather as a signal that something is worth pursuing or important. 

In other words, dopamine is intimately connected with curiosity, not pleasure.

When we perceive a gap in our knowledge our brain predicts that there's something here worth learning and dopamine motivates us to act to close that gap by asking questions, experimenting, and exploring. It causes our bodies to join our brain in "wanting." The reward is that we get to update our mental model of the world especially if there is an intrinsic "pay off" and it's this, not the dopamine itself, that reinforces the behaviors that led to it.

In other words, dopmine is not about the satisfaction of anything: it's about the desire to know, or in more common terms, curiosity.

This is how self-motivated learners, like children at play, operate. Dopamine is the mechanism that drives intrinsic motivation. And external motivators, like grades, are known for interfering with that by reducing our interest in doing a task or following an interest.

This is how our schools get it so wrong and what social media and gaming get right: they provide novelty, cliff-hangers, wild improbable assertions, and questions. The problem isn't the dopamine or curiosity, the problem is that they have then made closing that gap in our knowledge instantaneous. More often than not, satisfaction requires nothing more than the click of a button or swipe of a finger. It's too easy and therefore disrupts the important part of learning, which is the questions, the experimenting, and the exploring.

Questions are far more motivating than answers. The pursuit of information, the effort required to satisfy our curiosity, often has a much bigger effect on memory than knowing the answers themselves. When we've worked for it because we were curious, we are far more likely to remember it, which is to say learn it by updating our mental model of the world.

In contrast, when we've mainly worked for it in order to get a reward (an A) or avoid a punishment (an F), we may well arrive at the right answer, but we are far less likely to use that information to update our mental model, although we may well remember what grade we got in the class. Educators in standard schools are often urged to "make it interesting," but that's a tall task, especially in a world full of "distraction," which is just a negative world for "interesting." 

What play-based learning gets right, what self-directed learning gets right, is that we place the process of learning ahead of the right and wrong answers. 

It wasn't that long ago that even the scientists were calling dopamine the "pleasure chemical." That was the "correct" answer, but in the meantime, researchers have learned that the correct answer is closer to the "curiosity chemical," although since dopamine it's also related to movement, attention, cognition, mood, and so much more, we can be confident that we still don't have our answer. "The science" is what we think we know right now. Scientific progress is about questions, the unknown, and where our curiosity takes us.

When we allow children to play we don't need to "make it interesting," we don't need to create the illusion of learning through a system of external motivators like grades. Learning is both natural and inevitable. What worries so many adults is that learning through play, learning driven by self-motivation, means we must allow the children themselves to decide what is worth pursuing.

Without dopamine, our species would likely have died out long ago. It's our curiosity that drives us to learn what we need to know to adapt to an ever changing world. Modern schooling stupidly pretends that it can somehow one-up Mother Nature. 

Letting children play, means that we need to become curious ourselves and let go of outmoded ideas and notions. As play-based educators we know that our job is to question, experiment, and explore right alongside the children.

*****

Books have a way of transforming us unlike any other media out there. Be it fiction or non-fiction, a books has the power to fully immerse us into a world in ways that makes us come out the other side a changed -- and better -- person. I've put together this list of 16 books that have done that for me. They are intentionally not early childhood books, although each one has, in one way or another, profoundly transformed my work with young children. Maybe you'll find a few new ones here that will do the same for you. To download the list, click here.

I put a lot of time and effort into this blog. If you'd like to support me please consider a small contribution to the cause. Thank you!

We are Plural

Cry contagion, or contagious crying, amongst human infants is a well documented phenomenon, one that anyone who has worked with groups of young people has learned about first hand. One infant's crying triggers nearby infants, especially during their first year of life.

This response tends to be much weaker when babies hear recordings of their own crying or other loud sounds. It seems to be specific to the cries of other human babies. Researchers don't think this response is mere imitation, but rather a display of emotional resonance, a manifestation of the fact that our nervous systems are inherently interconnected at a level beyond any previous relationship or even awareness of the other individuals. As humans mature, this connection transforms into the empathy and compassion that drives us to help one another, which is how our species has always moved forward.

In other words, we are born aware at a basic level that we're part of something greater than what is typically thought of as our individual selves. 

At the same time, it's estimated that only about half the cells in our body actually contain human DNA. The rest "our" body is made up of the bacteria and other microbes that are essential to digestion, immune health, and other functions. As Rebecca Solnit puts it, this means we aren't "singular, each of us, but plural, a cooperative community."

Of course, we have been taught to perceive ourselves as individuals, but in everything we do, there is an entire civilization, both within our "selves" and without, with which we are inextricably intertwined

We are born enmeshed in our world, yet it seems we go out of our way to deny this. Our schools, for instance, tend to be set up as competitive arenas in which children are ranked, divided, and scolded to keep their eyes on their own work. Even "cooperative" activities result in individual grades.

The "genius" of play-based learning is that it's part and parcel of a cooperative community, one in which "success" isn't judged by an authoritative adult, but rather by how well the play sustains itself. In other words, the reward is that the game continues, moving from one thing to another as individuals adjust, adapt, compromise and negotiate. Too often adults show up in the context of play as the killjoys, as the ones who scuttle the ebb and flow of the games, often intervening just when it was "getting good." 

When we allow ourselves to step back, to observe, and to intervene only when necessary, we find ourselves in a natural world in which cooperation and connection, not competition, stands at the center. A place where "we" is greater than "me"; where we are plural. That is, and always has been, the glory of our species.

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Books have a way of transforming us unlike any other media out there. Be it fiction or non-fiction, a books has the power to fully immerse us into a world in ways that makes us come out the other side a changed -- and better -- person. I've put together this list of 16 books that have done that for me. They are intentionally not early childhood books, although each one has, in one way or another, profoundly transformed my work with young children. Maybe you'll find a few new ones here that will do the same for you. To download the list, click here.

I put a lot of time and effort into this blog. If you'd like to support me please consider a small contribution to the cause. Thank you!

If We Want Children to Think, We Must Let Them Move

As you step onto a preschool playground or a play-based classroom, the first thing visitors are struck by is the never-ending swirl of bodies in motion. Adult visitors to Woodland Park have always stopped at the gate or doorway seemingly afraid to get in the way as children move from one thing to the next, leaping, skipping, swinging, crawling, jumping, jiggling, bending, and reaching. Even when children stop to greet the newcomers, they are in motion: kicking a leg for no apparent reason, clapping their hands, bouncing up and down. Sure, some of the children might remain relatively still for a few minutes at a time, but even the ones curled up with a book are bouncing a foot. Even the ones pretending to be a baby under a blanket are wiggling.

"Sit as little as possible," wrote the influential philosopher and notorious nature trail hiker Friedrich Nietzsche, "do not believe any idea that was not born in the open air and of free movement."

A mountain of studies back up Nietzsche's assertion. When we move our bodies our visual sense is sharpened, our ability to concentrate is enhanced, comprehension is boosted, information retention is increased, and self-regulation improves. Cognitive scientist Sain Beilock even asserts that "(m)oving the body can alter the mind by unconsciously putting ideas in our heads before we are able to consciously contemplate them on our own time." (Italics are mine.) In other words, our bodies can know stuff through movement for which our brains aren't yet ready. And it doesn't necessarily have to be robust movement either: one study found that when people doodle while listening to a lecture they retain nearly 30 percent more of the information. By now, most of us know that our brains alone don't do our thinking, but rather our whole bodies, other people, and even things are involved, not just intellectually, but emotionally as well. 

Another great 20th century philosopher and psychologist, William James once observed that one of the best ways to overcome mild depression or ennui is to stand up straight, pull our shoulders back, hold our head high, and move confidently. More contemporarily, Katherine Isbister, a professor and researcher at the University of California Santa Cruz, talks of what she calls embodied self-regulation. "Changing what the body does," she writes, "can change our feelings, perceptions, and thoughts. 

One of the foundational myths of schooling is that we must somehow get the kids to stop moving around in order to focus, but the exact opposite is true. Some schools have even gone so far as to cut back on recess in elementary school in favor of more "seat time." The evidence, however, tells us that the more children move, the more clearly they think. This evidence is so clear and so compelling (and by now, so widely known) that the fact that our schools persist in forcing even preschoolers to spend large chunks of their days sitting quietly is outright malpractice.

What visitors see as they stand in the doorway of standard classrooms are humans whose minds are torn between obeying the adults by sitting still and their natural urge to actually think and learn through movement. 

What visitors to a play-based classroom are witnessing are humans in motion, thinking, and learning at full capacity. 

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Books have a way of transforming us unlike any other media out there. Be it fiction or non-fiction, a books has the power to fully immerse us into a world in ways that makes us come out the other side a changed -- and better -- person. I've put together this list of 16 books that have done that for me. They are intentionally not early childhood books, although each one has, in one way or another, profoundly transformed my work with young children. Maybe you'll find a few new ones here that will do the same for you. To download the list, click here.

I put a lot of time and effort into this blog. If you'd like to support me please consider a small contribution to the cause. Thank you!