April 10, 2008
Children Advocates
Often children are seen merely as children and not as the young citizens they also are. How often do we make changes or do things without a second thought about what the children might be thinking or feeling? Changes often occur in the bigger world around them, changes which leave an impact on them. Society often fails to hear their voices, much less validate them. We fail to see that what happens during their childhoods has a major impact on their futures. Simply put — society often fails to value children and see that they have rights.We would like to share a moment in the life of our school community when this was not the case, a moment when the children saw something valuable being taken from them and the teachers valued the children's opinions and concerns. Rather than taking the children's concerns lightly and passing over them, the adults instead listened intently and with great sensitivity to the children's voices. The adults chose to support and scaffold the children in making their voices heard. This was a moment which enabled the children to experience the power of advocacy and citizenship in the school community as they expressed their concerns about an issue that was important to them.
Childhood is filled with such wonder! Days are filled with moments of mixing mud, looking for "gems or crystals," searching for bugs and lizards, and just exploring. These moments are rich and filled with theories, dialogue, and collaboration. They solidify relationships and memories, memories which are of the ordinary as well as the grand. Memories for a lifetime!
Two weeks ago while on the playground, the children observed a group of adults also come onto the playground and look all around. One of the children wondered and asked what they were doing. A gentleman replied that they were going to put beautiful artificial grass on the playground over the dirt area to keep the mud from spreading. After seeing a sample of the artificial grass, the children realized that "artificial grass" is "fake grass," not real grass. This material was to be placed on the playground area as well as on the area around the sandbox behind the preschool classrooms.
Word of this spread from one child to the next, and soon the connection was made that the fake grass would cover up the bugs, the gems/crystals, and their campfire area! Where were they going to make their mud? Where were they going to find gems and sticks for their pretend campfires?
When we came into the classroom that morning, the children were abuzz about the fake grass that was going to go on the playground. We discussed this possibility at our group meeting, and the children were mad and sad! We asked what they could do about this, and one of the children blurted out, "Write a message to Ms. Hussey!" The idea of writing a message to the principal took hold, and the children quickly assumed ownership of it. Rather than composing a message that same day, we let them talk about it and decided to let the idea percolate over the weekend.
During our group meeting on Monday, we reminded them of their idea and tossed it back to them. They caught it and were willing to run with it. The tone about this possibility became very serious. The classroom climate shifted, and what was once a mere possibility was transforming into a reality. The children sensed or knew that they had the full support of the adults/teachers to proceed with this.
The idea of the message began to take off. The discussion shifted to who would write the message. Two children volunteered to help. However, the community also felt a couple of other students needed to do the writing, too. The children knew this was going to be important work and to get the message done, they needed those individuals who could get the job done. They felt strongly about this and were determined to write the message to Ms. Hussey.
The idea of the message began to take off. The discussion shifted to who would write the message. Two children volunteered to help. However, the community also felt a couple of other students needed to do the writing, too. The children knew this was going to be important work and to get the message done, they needed those individuals who could get the job done. They felt strongly about this and were determined to write the message to Ms. Hussey.
The class quite naturally created a committee. A and D are two to whom the children often go if they need something spelled (they are very good in the invented spelling of words), so one was picked and the other volunteered herself. They knew what the task demanded and stepped up to the plate. The children felt R needed to be on this "committee" because he is the bug-and-lizard expert and knew where all the good bug areas are on the playground. KK volunteered because she wanted to help in some way as well. What a beautiful and natural formation of a committee, so much like how life is in the grown-up world. There are those who are nominated, those who believe in a cause, and those who come together for the common good of the community!
Once the core group went into the studio, it was amazing to watch as the drama unfolded. Again, they knew the seriousness of what they wanted to do and set about delegating responsibilities to get the job done! They had assigned each child with a responsibility. D would start, then A would take over when D was tired. R worked on a picture of the bugs and catching the lizards, and KK wanted to help get everyone's signature when the message was complete.
Once the core group went into the studio, it was amazing to watch as the drama unfolded. Again, they knew the seriousness of what they wanted to do and set about delegating responsibilities to get the job done! They had assigned each child with a responsibility. D would start, then A would take over when D was tired. R worked on a picture of the bugs and catching the lizards, and KK wanted to help get everyone's signature when the message was complete.
We talked a bit about the message. We posed this question: "Who is the message going to be from?" I wondered how they would reply — did they truly see themselves as "representing" the group, or were they acting on their own behalfs? The children thought about that for a brief moment when KK spoke up, "From everybody." Another question asked of them: "How is Ms. Hussey going to know that this is from everybody?" D. quickly spoke up, "Well, we will have everyone sign it. Yeah, everyone will write their name at the end of the message." The children revealed to me that they had a strong concept of a "message," and that at the end of the message, the writers sign their names. I was curious as to how the entire message would be framed.
First I had the children dictate their thoughts to me. I wrote down their thoughts word for word as dictated. From time to time I read their words back to them, and the children would suggest other words that seemed to more accurately convey their ideas. When they were satisfied with the wording of the message, they were ready for me to read it back to them so they could write the message.
Their message, "translated" by the teacher:
To Ms. Hussey,
Please don't put fake grass because we don't like the idea.
We want to find crystals, fire with sticks, and bugs. 0 (zero) fake (grass).
From,
Preschool
Their message, as written by the children using their invented spelling:
To Ms. Husse,
Plez dont put fak gras becau we dont like the idea.
We want to find crystals fire wth stiks and bgs. 0 fake
from,
presol
Note: "0 fake grass" that they wrote was "just a little fake grass" in the original. When I came to this part, I asked them to clarify how much was a little fake grass. A big discussion ensued about whether they wanted "0" or "a little fake grass!!" How much fake grass was going to be accepted? Apparently, they decided "0" — they didn’t want any! The word "don’t" is used twice. When they came to the second "don’t," A was writing and couldn’t figure out how to start this word. D pointed to the first "don’t "and told her to just copy her "d" in "don't."
First I had the children dictate their thoughts to me. I wrote down their thoughts word for word as dictated. From time to time I read their words back to them, and the children would suggest other words that seemed to more accurately convey their ideas. When they were satisfied with the wording of the message, they were ready for me to read it back to them so they could write the message.
Their message, "translated" by the teacher:
To Ms. Hussey,
Please don't put fake grass because we don't like the idea.
We want to find crystals, fire with sticks, and bugs. 0 (zero) fake (grass).
From,
Preschool
Their message, as written by the children using their invented spelling:
To Ms. Husse,
Plez dont put fak gras becau we dont like the idea.
We want to find crystals fire wth stiks and bgs. 0 fake
from,
presol
Note: "0 fake grass" that they wrote was "just a little fake grass" in the original. When I came to this part, I asked them to clarify how much was a little fake grass. A big discussion ensued about whether they wanted "0" or "a little fake grass!!" How much fake grass was going to be accepted? Apparently, they decided "0" — they didn’t want any! The word "don’t" is used twice. When they came to the second "don’t," A was writing and couldn’t figure out how to start this word. D pointed to the first "don’t "and told her to just copy her "d" in "don't."
Again the message took on the form of a "letter" rather than a mere message. This was significant in that they knew that different messages are framed in different ways, often determined by a sense of audience or reader. This was a "formal" message because it was going to Ms. Hussey, so it needed a beginning, a body, and an ending. We can see that the children at this young age are able to differentiate the type of messages that are used in communicating. The words "To Ms. Hussey" were very intentional. They wanted to make sure that this reached the person that they wanted the message to go to, leaving no doubt that it would not go to anyone else. Even the ending of the message "from Preschool" was indication to Ms. Hussey that this message was from the preschool and no one else. I found the body of the message they chose to be powerful. They first stated their issue or point, "Please don't put fake grass because we don't like the idea" instead of "Please don't put fake grass." However, they had to let her know why "because we don't like the idea" is a vague statement. Here we find the children sensing the vagueness and adding the sentence that follows: "We want to find crystals, fire with sticks, and bugs." This shares with the reader the children's clear thinking and rationale. We find a young group of children putting together an airtight persuasive message that clearly tells what it is they oppose and why! This is what skilled citizens do when they write a letter to the editor and to government officials! Our youngest of children were able to voice their concerns to a T!
Once they were finished writing the message, I asked if they were finished. They said,"No, now everybody needs to sign." D and K left the atelier to get their message signed by all their friends. They went to each friend and read and/or explained the message to them and asked if they wanted fake grass or not. If they did, D and K instructed their peers to write their names in their best handwriting because it had to be read by Ms. Hussey! This was a key point to them because it was as if their names had to be legible in order to be counted (perhaps this links back to our daily Plans. The Plans must be readable by the adults).
One of the priceless moments was when they came to T and asked him if he wanted to sign for no fake grass. He said, "Sure." He was given the instructions to write his very best name, and we watched as he wrote T_ _ _ _ in perfect order with letters printed side by side!! Priceless! T valued that this was important, and he rose to the occasion to make sure that his name was going to be read. This was the first time that T had written his name perfectly!
Interestingly, two of the children wanted fake grass, so D looked at them and in a very authoritative tone said, “Then don't sign it!” Here the children were valuing the opinions of their friends, and the two who didn't sign didn't buckle in their beliefs. Once again, these are values we want to see instilled in all citizens. This is part of our democratic process.
Having the "committee" go back to the larger classroom community was a link that kept the whole group involved because it kept their cause "alive," so to speak. Although the core "committee" drafted the petition, the committee took it back to the "people," and this became a community standing together in one voice. Every child's voice was validated and honored. The signing of their names to the message/petition made them active participants in this democratic process. When all the signatures were gathered in our 4s classroom, they then went to the 3s classroom, where they were able to get a few additional signatures.
An appointment was made for Wednesday morning to meet with Ms. Hussey.
On the way to her office, the committee again delegated and organized responsibilities. D would read the message, A would read all the signatures, R would talk about the picture of bugs and all that he drew, and KK would read the typed version of the letter (after they wrote their message, I typed it to make sure that once the message was in Ms. Hussey's hands, she would be able to clearly read it).
The committee was very business-like (they clearly knew and valued their position). I have never seen such intentionality and such grown-up children! No one clammed up. They answered Ms.Hussey's questions with confidence. It was as if they were suddenly 10 years older! It gave me goosebumps! Ms. Hussey listened as the group read their message about their concerns to her.
She then explained why they needed to put fake grass in that area, that the mud was getting on the spongy part of the playground and into the classroom. The group's counterpoint was, "Well, we keep our mud buckets outside and we take our shoes off!" (Great thinking and it seemed like a reasonable solution!) Ms. Hussey commended them for doing this. She then wondered if they would be willing to look around the school and find another area that has bugs, etc. She would then see what the school could do about fixing it so that the children could use it. The children agreed to help find another spot and let her know.
Ms. Hussey also shared with them that she was meeting with President Rice and the other administrators that morning and she would take the children's concerns to them. She again shared with the children that they did the right thing in writing down their concerns and then voicing them to her. She mentioned that if there were more questions from the administration, there could be a meeting with them about this!
At our group meeting that morning, the committee reported back to the whole group what happened! As K told the group, "We said, 'Ms. Hussey, ZERO fake grass.' " She then held up her hand. This whole process of going from small to whole group kept the issue alive and relevant to the whole community! This was such a wonderful experience of advocating one’s beliefs. These are the dispositions that we want to instill in children, for it sets them up for the future rather than just being an activity for the moment.
Ms. Hussey called me later in the afternoon to let me know she indeed took the children's petition to the administration. She is checking into the possibility of a small space that could remain uncovered so that the children have an area to hunt and explore in. We will see if this can be done or not.
The following day, two of the children made a card (on their own) thanking Ms. Hussey for the meeting. Ms. Hussey told them that she would be meeting soon with them.
The children's voices were valued, and their concerns were listened to with much respect.
How wonderful to have a school that VALUES even the youngest in their community!
I want to share an email I received from one of the parents who read about this:
Hi, Leslie,
I saw a part of this unfold this morning as I was leaving. I was wondering what was going on. When I picked up M in the afternoon, I asked her what happened. She told me all about the fake grass with wide eyes and a serious tone in her voice. She said exactly what you wrote -- that the mud and the bugs and the sticks would be covered up and that the children had to explain to Ms. H that they didn't want this to happen. What a great experience for problem solving, expression, critical thinking, learning to stand up and be counted for what you believe in, etc.! I love it!
Thank you!
J
Once they were finished writing the message, I asked if they were finished. They said,"No, now everybody needs to sign." D and K left the atelier to get their message signed by all their friends. They went to each friend and read and/or explained the message to them and asked if they wanted fake grass or not. If they did, D and K instructed their peers to write their names in their best handwriting because it had to be read by Ms. Hussey! This was a key point to them because it was as if their names had to be legible in order to be counted (perhaps this links back to our daily Plans. The Plans must be readable by the adults).
One of the priceless moments was when they came to T and asked him if he wanted to sign for no fake grass. He said, "Sure." He was given the instructions to write his very best name, and we watched as he wrote T_ _ _ _ in perfect order with letters printed side by side!! Priceless! T valued that this was important, and he rose to the occasion to make sure that his name was going to be read. This was the first time that T had written his name perfectly!
Interestingly, two of the children wanted fake grass, so D looked at them and in a very authoritative tone said, “Then don't sign it!” Here the children were valuing the opinions of their friends, and the two who didn't sign didn't buckle in their beliefs. Once again, these are values we want to see instilled in all citizens. This is part of our democratic process.
Having the "committee" go back to the larger classroom community was a link that kept the whole group involved because it kept their cause "alive," so to speak. Although the core "committee" drafted the petition, the committee took it back to the "people," and this became a community standing together in one voice. Every child's voice was validated and honored. The signing of their names to the message/petition made them active participants in this democratic process. When all the signatures were gathered in our 4s classroom, they then went to the 3s classroom, where they were able to get a few additional signatures.
An appointment was made for Wednesday morning to meet with Ms. Hussey.
On the way to her office, the committee again delegated and organized responsibilities. D would read the message, A would read all the signatures, R would talk about the picture of bugs and all that he drew, and KK would read the typed version of the letter (after they wrote their message, I typed it to make sure that once the message was in Ms. Hussey's hands, she would be able to clearly read it).
The committee was very business-like (they clearly knew and valued their position). I have never seen such intentionality and such grown-up children! No one clammed up. They answered Ms.Hussey's questions with confidence. It was as if they were suddenly 10 years older! It gave me goosebumps! Ms. Hussey listened as the group read their message about their concerns to her.
She then explained why they needed to put fake grass in that area, that the mud was getting on the spongy part of the playground and into the classroom. The group's counterpoint was, "Well, we keep our mud buckets outside and we take our shoes off!" (Great thinking and it seemed like a reasonable solution!) Ms. Hussey commended them for doing this. She then wondered if they would be willing to look around the school and find another area that has bugs, etc. She would then see what the school could do about fixing it so that the children could use it. The children agreed to help find another spot and let her know.
Ms. Hussey also shared with them that she was meeting with President Rice and the other administrators that morning and she would take the children's concerns to them. She again shared with the children that they did the right thing in writing down their concerns and then voicing them to her. She mentioned that if there were more questions from the administration, there could be a meeting with them about this!
At our group meeting that morning, the committee reported back to the whole group what happened! As K told the group, "We said, 'Ms. Hussey, ZERO fake grass.' " She then held up her hand. This whole process of going from small to whole group kept the issue alive and relevant to the whole community! This was such a wonderful experience of advocating one’s beliefs. These are the dispositions that we want to instill in children, for it sets them up for the future rather than just being an activity for the moment.
Ms. Hussey called me later in the afternoon to let me know she indeed took the children's petition to the administration. She is checking into the possibility of a small space that could remain uncovered so that the children have an area to hunt and explore in. We will see if this can be done or not.
The following day, two of the children made a card (on their own) thanking Ms. Hussey for the meeting. Ms. Hussey told them that she would be meeting soon with them.
The children's voices were valued, and their concerns were listened to with much respect.
How wonderful to have a school that VALUES even the youngest in their community!
I want to share an email I received from one of the parents who read about this:
Hi, Leslie,
I saw a part of this unfold this morning as I was leaving. I was wondering what was going on. When I picked up M in the afternoon, I asked her what happened. She told me all about the fake grass with wide eyes and a serious tone in her voice. She said exactly what you wrote -- that the mud and the bugs and the sticks would be covered up and that the children had to explain to Ms. H that they didn't want this to happen. What a great experience for problem solving, expression, critical thinking, learning to stand up and be counted for what you believe in, etc.! I love it!
Thank you!
J
Update: Mrs. Hussey met with the committee again. Stay tuned for Part 2 of the story of the children's advocacy experience.
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