Being outside in nature has always been my preferred setting for all types of play. The beautiful and majestic Wissahickon Creek and surrounding Valley Green park provided the perfect backdrop for a morning spent outdoors with my buddy, Jordan (age 8 1/2). We spent about two hours together, exploring the trails and getting wet in the creek making rock sculptures. Our playtime incorporated both elements of structured and unstructured play.
PLAY PARAMETERS
There were just a few parameters of our unstructured play time. The area in which we engaged in unstructured play included a 1/4 mile walk along a trail that connected my neighborhood to Forbidden Drive and a small area in the creek. No toys, tools, or materials were provided, although I did tote along some of his toys in my backpack in case he wanted to play with them. These toys, which he did not use or ask for, included a plastic shark, a small plastic spaceship and a beeswax sculpture of a man that he had created in school. I knew that the park would be full of 'natural toys' such as rocks, walking sticks, branches, ferns, among other natural objects. I believe that engaging with the 'raw materials' we came across during our time exploring was more a creatively-stimulating experience than playing in the park with prefabricated plastic toys. We relied on our imagination to guide our play.
There were just a few parameters of our unstructured play time. The area in which we engaged in unstructured play included a 1/4 mile walk along a trail that connected my neighborhood to Forbidden Drive and a small area in the creek. No toys, tools, or materials were provided, although I did tote along some of his toys in my backpack in case he wanted to play with them. These toys, which he did not use or ask for, included a plastic shark, a small plastic spaceship and a beeswax sculpture of a man that he had created in school. I knew that the park would be full of 'natural toys' such as rocks, walking sticks, branches, ferns, among other natural objects. I believe that engaging with the 'raw materials' we came across during our time exploring was more a creatively-stimulating experience than playing in the park with prefabricated plastic toys. We relied on our imagination to guide our play.
UNSTRUCTURED PLAY
Our unstructured play time was completely led by Jordan. He confidently guided me on our walk down the trail-head to Forbidden Drive. At one point, we had to descent a steep, rocky area (temporarily straying from the main trail) and I walked in front of him, letting him know that I was there to help stabilize him if he needed me. I knew he was capable of independently hiking down the steep path, but I wanted to assure him that I was there to help if he needed me. By doing this, I helped to created a safe space for him. He did reach out for a hand for the final jump down onto the path.
We both experienced moments of awe and wonder during our nature exploration. Within the first half hour we had seen two deer up-close, had come across a large camouflaged toad among the ferns, and had seen two water snakes swimming near a duck couple! We took turns pointing out interesting observations: the impressive height of the trees, the warmth of the sun, the coolness of the creek, the shades of green in the leaves, and the unique shapes and variety of rocks. We made our way down to the creek to walk in the shallow water. Before we dipped a single toe into the cool water, I reminded him that I was there for assistance if he needed help wading on the slippery rocks, or if the water was rushing too forcefully. Our unstructured playtime continued at the waterfront. We skipped stones, looked for fish, squished mosquito larvae, and splashed in the water. It was a refreshing experience to be fulled immersed in the moment and to utilize "primal seeing" (Wilson, 2008) in such a stimulating setting.
Our unstructured play time was completely led by Jordan. He confidently guided me on our walk down the trail-head to Forbidden Drive. At one point, we had to descent a steep, rocky area (temporarily straying from the main trail) and I walked in front of him, letting him know that I was there to help stabilize him if he needed me. I knew he was capable of independently hiking down the steep path, but I wanted to assure him that I was there to help if he needed me. By doing this, I helped to created a safe space for him. He did reach out for a hand for the final jump down onto the path.
We both experienced moments of awe and wonder during our nature exploration. Within the first half hour we had seen two deer up-close, had come across a large camouflaged toad among the ferns, and had seen two water snakes swimming near a duck couple! We took turns pointing out interesting observations: the impressive height of the trees, the warmth of the sun, the coolness of the creek, the shades of green in the leaves, and the unique shapes and variety of rocks. We made our way down to the creek to walk in the shallow water. Before we dipped a single toe into the cool water, I reminded him that I was there for assistance if he needed help wading on the slippery rocks, or if the water was rushing too forcefully. Our unstructured playtime continued at the waterfront. We skipped stones, looked for fish, squished mosquito larvae, and splashed in the water. It was a refreshing experience to be fulled immersed in the moment and to utilize "primal seeing" (Wilson, 2008) in such a stimulating setting.
STRUCTURED PLAY
After about an hour of exploring in the park, we easily transitioned into more structured playtime. I told Jordan that we would be remaining in the rocky area in the middle of the creek, just below a bridge, for the next half an hour. I showed Jordan pictures of artworks made by environmental artist Andy Goldsworthy from a monograph of the artist's famous pieces (I had the book in my backpack). I explained, using visual aids from the book, that making beautiful art does not require that we always use paint, glue, graphite pencils, brushes, or special paper. Goldsworthy collected his art materials from his surroundings in nature. I reminded Jordan that we were surrounded by materials that we could use to make 'sculptures' or 'paintings'. We then set out to collect materials we could use to make art! Jordan was very inspired by the photographs of Goldsworthy's sculptures of rocks balancing on top of each other, so I suggested that we make our first artwork a rock sculpture. We were surrounded by rocks of all colors, sizes and shapes so it was easy to get started. After completing a few rock sculptures, I guided us into our next project and skill - 'painting' a rock green. We collected big leaves and using the creek water as 'glue,' we covered a rock by overlapping leaves. Our structured playtime was extended by about fifteen minutes because we were very focused on our art pieces.
After about an hour of exploring in the park, we easily transitioned into more structured playtime. I told Jordan that we would be remaining in the rocky area in the middle of the creek, just below a bridge, for the next half an hour. I showed Jordan pictures of artworks made by environmental artist Andy Goldsworthy from a monograph of the artist's famous pieces (I had the book in my backpack). I explained, using visual aids from the book, that making beautiful art does not require that we always use paint, glue, graphite pencils, brushes, or special paper. Goldsworthy collected his art materials from his surroundings in nature. I reminded Jordan that we were surrounded by materials that we could use to make 'sculptures' or 'paintings'. We then set out to collect materials we could use to make art! Jordan was very inspired by the photographs of Goldsworthy's sculptures of rocks balancing on top of each other, so I suggested that we make our first artwork a rock sculpture. We were surrounded by rocks of all colors, sizes and shapes so it was easy to get started. After completing a few rock sculptures, I guided us into our next project and skill - 'painting' a rock green. We collected big leaves and using the creek water as 'glue,' we covered a rock by overlapping leaves. Our structured playtime was extended by about fifteen minutes because we were very focused on our art pieces.
EVIDENCE OF HOLISTIC DEVELOPMENT: UNSTRUCTURED PLAY
EVIDENCE OF HOLISTIC DEVELOPMENT: STRUCTURED PLAY
- SOCIAL-EMOTIONAL Jordan displayed excellent social skills in his interactions with me; he engaged me in conversation, asked questions and showed confidence in leading me through the park trails.
- PHYSICAL Jordan showed that he had an awareness of his physical capabilities and bodily strength. He illustrated an awareness of his weakness when he asked for my help descending a steep path.
- INTELLECTUAL Jordan showed a great appreciation for being in nature, he had a smile on his face the whole time. He displayed invention and creativity when he used a rock as a tool to complete a task.
- SPIRITUAL Jordan felt a sense of wonder at the hugeness of the natural world around him yet felt at ease and at home among the huge trees and powerful water.
EVIDENCE OF HOLISTIC DEVELOPMENT: STRUCTURED PLAY
- SOCIAL-EMOTIONAL Jordan showed great ability to collaborate creatively in our efforts to make a sculpture together; he had a positive attitude throughout the experience. He also showed impressive skills in problem solving, specifically when we were balancing slippery rocks.
- PHYSICAL Jordan exhibited excellent motor skills and dexterity when handling the materials. His patience and care in finding weight equilibrium in the sculptures was beautiful to observe.
- INTELLECTUAL Jordan was able to comprehend and take initiative when I presented our objective for structured play. He displayed an understanding of the natural materials and their distinct qualities and easily practiced his new skills.
- SPIRITUAL Jordan showed tremendous internal motivation in during our task, he was constantly evaluating our projects and striving to make them better.
I felt our structured playtime activity was age appropriate and engaged Jordan in the four areas of holistic development.
When I asked him, "What was your favorite moment today?" he responded without hesitation, "When I saw the WATER SNAKE!" I posed the question to him again and asked him to reflect specifically on our art-making time in the creek. He thought a moment and replied that he had the most fun adding duck feathers to some of our balancing rock sculptures.
This was interesting to me because when I initially listed the materials we would be using, I did not mention feathers. He exercised his creativity and took initiative to orchestrate his art-making experience.
When I asked him, "What was your favorite moment today?" he responded without hesitation, "When I saw the WATER SNAKE!" I posed the question to him again and asked him to reflect specifically on our art-making time in the creek. He thought a moment and replied that he had the most fun adding duck feathers to some of our balancing rock sculptures.
This was interesting to me because when I initially listed the materials we would be using, I did not mention feathers. He exercised his creativity and took initiative to orchestrate his art-making experience.
When educators view children as active participants, capable of
collaborating in decision making in the learning context, children’s voices become part of the discussion about the direction of learning.
(Play and Exploration, 2008, p. 15)
Jordan and I had fun exploring the park and making art together. It was evident we both felt a strong connection to nature. I personally felt refreshed and rejuvenated after our playtime. In the future, I think we would have a more profound art-making experience if we had other artist collaborators to add to the 'creative pool.' We could also explore using other materials and creating art in different locations in the park (other than the creek). The next time we hang out in the creek together, Jordan and I plan on attempting to construct an arch (a small one!) out of rocks.
REFERENCES
Play and Exploration. (2008). Early Learning Program Guide. Retrieved June 16, 2014, from
http://www.education.gov.sk.ca/Default.aspx?DN=c711842e-23aa-4e82-b33d-4a530f8d4b2f
Wilson, D. R. (2008). Developing the whole child: celebrating the spirit of each child. Early childhood NEWS. Retrieved June 15th, 2014, from http:/www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=545
Play and Exploration. (2008). Early Learning Program Guide. Retrieved June 16, 2014, from
http://www.education.gov.sk.ca/Default.aspx?DN=c711842e-23aa-4e82-b33d-4a530f8d4b2f
Wilson, D. R. (2008). Developing the whole child: celebrating the spirit of each child. Early childhood NEWS. Retrieved June 15th, 2014, from http:/www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=545