I was contacted recently by a mother enquiring about our playgroup. 'And what will my daughter learn?' she asked. I took a deep breath and talked about how young children learn by playing and through everyday experiences. The conversation drew to a close and we said goodbye. 'I've blown that chance,' I thought. But by the end of the week I was once again convinced of our group's ethos. Let me tell you how.
It was a fine morning and I had noticed the previous day that some ducklings had just hatched on Priory pond. When we were sitting around the table having our snack I asked the children if they would like to go and see them, and explained which route we would take. We decided to draw a map, 'so we know which way to go', and discussed how we would cross the road to the supermarket and turn left past the fencing yard on our right. We'd go past the little old houses with steps up to the front doors, through the churchyard and along the stony path to the duck pond.
The children chose to take the dolls they had been playing with in prams. As we made our way to the pond we pointed at everything we could see, hear or feel. We threw bread and waited quietly for the ducks to appear. When they did the children counted the babies and watched the adult ducks dive upside down in the water.
We took a different way back, behind the church. I pointed to the tall tower, told them to look out for the golden cockerel and showed them how to protect their eyes from the sun's glare. Some children were a bit scared of the tower. One suggested we 'move up there' to be in the shade to see the cockerel. Others thought we/the tower/the clouds were moving.
Then we left the prams outside and opened the massive wooden doors and crept silently into the church. The look of awe and wonder on each of the children's faces as they looked up at the ceiling, pillars and windows could bring tears to adult eyes.
I encouraged them to touch the stone floor and the pillars that hold the building up, to feel how cold they were. They noticed the tapestry prayer cushions hanging up in the pews, looked at the designs and agreed they all liked the floral pattern best. I explained that people had made them using wool and needles. The children saw two people cleaning the church and the woman showed them the long brush she used to clear away the cobwebs and dust. Then a man climbed into the organ seat and started to play. We made our way out.
These experiences and conversations covered language (the highlighted words), literacy (road signs and name, shops), maths (house numbers, steps, ducks), geography (maps, surroundings), technology (buildings, cushions), science (cold, dark, bright), history (old buildings, new ducks), physical (walking, sitting, throwing, drawing), creativity (stained glass windows) and the all important emotional and social skills (being part of acommunity and group, enjoying new experiences together). Worksheets? I don't think so, do you?
