The fall season is here! We are jumping in piles of leaves in the back yard and looking up at the dramatically baring branches. We are singing earthy songs.
In play it is endlessly surprising, indeed epic, to experience it's unfolding of sound, movement and meaning. Inevitably, cultural characters find their way into the children's play quite often, be they: superheros, cinderella, bad guys, etc. These names become powerful words, said emphatically. Interestingly enough, at this age, they are spoken with only some hints of meaning. While we may see the commercial character in our minds, they may be inventing as they go, a character to fit into the powerful name they have picked up on. In fact, as a teacher watching play ensue and not interjecting any character-build-up, and not affirming any of the "knowledge or stereotype" of the character, I leave the character to be defined through play. I observe that these spoken names are embodied in play by a much more open 3-year-old's invention-of-meaning. Not affirming the built in stereotypes of these characters is important. It opens the character-names, to the mind of the child, through which they build their character that meets their own needs, expressive hopes, conflicts.
Conflict arises and resolves constantly. Sometimes needing help. We begin each day now with an intention of gentle hands, and gentle words. How to children can assert their HOPES in conflicting interactions is a big theme I make space for these days, and help to guide. The "NO" voice is important for creating a boundary and protecting themselves, but at this age I see the fierce refusal of the NO-voice hurting the feelings of the children being addressed. Of course, this hurtful quality fuels conflict instead of resolving it. Applying a keystone tool of conflict resolution, we can learn to seek the YES that is inherent in the NO, yet often hiding behind the NO. The YES voice expresses what we are HOPING FOR when our safety has been established. This takes our "No, don't do that!" into "I want to be treated more gently." or "I want to be alone right now." or "I'd like to keep this toy I am playing with for a longer time." When a child who is establishing a boundary (NO) is listened to for their hopes, this also dispells the angry build up of energies between the children.
In play it is endlessly surprising, indeed epic, to experience it's unfolding of sound, movement and meaning. Inevitably, cultural characters find their way into the children's play quite often, be they: superheros, cinderella, bad guys, etc. These names become powerful words, said emphatically. Interestingly enough, at this age, they are spoken with only some hints of meaning. While we may see the commercial character in our minds, they may be inventing as they go, a character to fit into the powerful name they have picked up on. In fact, as a teacher watching play ensue and not interjecting any character-build-up, and not affirming any of the "knowledge or stereotype" of the character, I leave the character to be defined through play. I observe that these spoken names are embodied in play by a much more open 3-year-old's invention-of-meaning. Not affirming the built in stereotypes of these characters is important. It opens the character-names, to the mind of the child, through which they build their character that meets their own needs, expressive hopes, conflicts.
Conflict arises and resolves constantly. Sometimes needing help. We begin each day now with an intention of gentle hands, and gentle words. How to children can assert their HOPES in conflicting interactions is a big theme I make space for these days, and help to guide. The "NO" voice is important for creating a boundary and protecting themselves, but at this age I see the fierce refusal of the NO-voice hurting the feelings of the children being addressed. Of course, this hurtful quality fuels conflict instead of resolving it. Applying a keystone tool of conflict resolution, we can learn to seek the YES that is inherent in the NO, yet often hiding behind the NO. The YES voice expresses what we are HOPING FOR when our safety has been established. This takes our "No, don't do that!" into "I want to be treated more gently." or "I want to be alone right now." or "I'd like to keep this toy I am playing with for a longer time." When a child who is establishing a boundary (NO) is listened to for their hopes, this also dispells the angry build up of energies between the children.
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