The Stew
We began our day with a cooking project. Miele had been leafing though a cookbook she borrowed on our last library visit and found a chicken stew she wanted to make. I love how excited she has been about this book- she has been leafing through and finding all sorts of delicious looking treats that have tantalized her taste buds! Since we had carrots, beets and rutabagas from the garden we decided to alter the recipe slightly. Funnily enough, her participation in this project was minimal because she was more interested in building the beaver dam.
15 out of the 16 students tried it, many had second helpings and everyone liked it. A few comments that were overheard while eating:
Jack: I love it!
Rhys: I tried it and I like it!
Jordyn: I loooove it!
Grace: Yummy!
Matias: I like it. (Later he said he didn't like it but he ate his whole bowl)
Makena: I like it.
Connor: It's yummy and I want more.
Emma: I like the chicken pieces a lot. And the carrots.
I was overjoyed that this many children liked it as we know that children often prefer their food separately, rather than combined in a stew-like format! Perhaps because they grew the veggies, perhaps because they cooked the stew, perhaps because they could identify everything, perhaps because we all eat together, perhaps because it was yummy…. they enjoyed the dish. Things to think about in our own family's food life.
I was overjoyed that this many children liked it as we know that children often prefer their food separately, rather than combined in a stew-like format! Perhaps because they grew the veggies, perhaps because they cooked the stew, perhaps because they could identify everything, perhaps because we all eat together, perhaps because it was yummy…. they enjoyed the dish. Things to think about in our own family's food life.
After deciding to make a beaver dam last week, each child agreed to bring in 10 sticks. I am not sure if everyone brought sticks but we had quite the pile! Since we wanted the children to really be able to build it themselves without an overabundance of adult support, we knew we needed to provide them with a base for the sticks. Boxes seemed the easiest solution and it worked very well. At first we thought about gluing on the sticks with hot glue but we then knew this would then become an adult piece. So, we gathered up many rolls of masking tape and put them beside the boxes. Again, we had to step back as we knew that masking tape would not be as aesthetically pleasing as clear tape but is much more manageable for the children to use on their own.
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| Kensie under the box. Her arms must be sore today-she worked tirelessly under there! |
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| Rhys spent at least 5 minutes trying to work with this clear tape. Her worked patiently and never sought the help of a teacher. |
Kensie: I am working on the top.
Connor: I am trying to make a window. We need tape.
Miele: Sebastian, put this stick here.
Sebastian: Yeah.
Rhys: Wait a minute, the tape is falling off.
Connor: Got it. I want to colour it. Can you hold this down, Rhys, again. I get another tape. Got it. Phew, that was a close one.
Sebastian: We need more. One more. Can you got one Connor?
Connor: OK, I got it.
Miele: This is a door. It will swing open.
Sebastian: My idea isn't going to work. It won't stick.
Miele; I want to put tape on the door. Emma, can you help me hold this? Sebastian, can you come and tape this please?
Sebastian: OK.
Emma: I am piling up sticks so you don't have to get them far.
Miele: I am using double tape.
Emma: Keep it up. I am doing some work here.
Jack: (singing to the tune of the ABC song) I need more tape.
Addie: Jack, how about I do the taping?
Jack: OK.
Rhys: I will help you.
Connor: I made an alarm. A burglar alarm.
I sat back and listened in complete awe. They have come so far in such little time. Their ability to work collectively struck me in a profound way. I never tire of watching children go through the natural stages of social development- moving from solitary play to cooperative play. It is so lovely to see this degree of collaboration; even the moments where there is conflict are joyous. I believe these skills will carry them through their lives.
I find myself wondering a lot of questions. How will their conversations sound in March? June? Next year? How do children who are shy feel about these types of group projects? How can we make everyone feel welcome? How come some children emerge as leaders so easily? How can we make everyone a leader, in their own way?
Beaver dam building continues on Monday so stay tuned!
Emily
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