Several months after the initial mopping scenario and lots of practice in sharing materials and space with others, Ben, Chris, Liam, Rachel, and Max were playing on a back porch that connects to our classroom, using a large open container filled with big wooden blocks. Chris, Liam, Rachel, and Max helped each other stack the blocks, so they could have a safe place to sit. Once Chris and the other children sat on the blocks, Chris began saying“ Choo choo! Get on da train!” Ben saw this and added to the train. He brought a doll house and pillows over and took some blocks down to make a conductor’ s chair. Ben and Chris worked together to create different scenarios for the train. Ben told children when to get off the train at different stops, like the grocery store, school, or their homes. Children got off the train, walked around the porch, then walked back to the train and sat down. At one point, Ben stood up and said,“ Stop! Stop sign! Oh no ate, it blinkin!” Chris responded,“ Hey, there’ s a car coming over the track!” Ben said,“ It OK. We stop.”
This was an example of an experience that built a sense of belonging since so many children participated— either sharing their ideas of how to continue the play scenario or following the cues of other children. Through their participation in this large-scale pretend play scenario, the children created a situation where they could safely share their knowledge of and possibly learn something new about trains and cars. This helped to affirm that all of their thoughts and knowledge are valued and respected in our classroom.
Moving Forward with Curiosity
The small choice to move forward with curiosity rather than judgment has shaped the way I approach almost every aspect of my teaching now. Approaching my work through a lens of curiosity and inquiry has allowed for deeper understanding and connections among the children, my co-teacher, the families, and me, resulting in an environment that values, respects, and utilizes everything each individual has to offer. Moving forward, I will continue to support inclusive play. I will help children understand that while I will maintain boundaries around playing safely, I want them to feel like they can use our classroom materials in open-ended ways. This means allowing for free( or self-directed) play— that is, where there are no predetermined rules or outcomes that dictate the play time or materials being used. This will offer the children increased opportunities to express their knowledge, ideas, and understanding of the world with the freedom, flexibility, and respect they deserve.
Insights on Ben’ s Play
The insights that were gained from the mopping scenario were collected through a collaboration between me, Jess( my co-teacher), and Ben’ s family. At the beginning of the school year, we noticed that Ben engaged in similar play patterns and social and emotional behaviors at school and at home. Following is a reflection written by Ben’ s family. They note that providing Ben with the time and space to engage in his large-scale pretend play scenarios at school directly impacted the way he engaged with play and interacted with his brother and friends outside of school.
A Family’ s Reflection
When we reflect back on the mopping scenario, it dawns on us that this was also a pivotal moment at home and when playing with friends outside of school. Before this moment, Ben played at home almost entirely by recreating house or yard tasks but without his own spin. This made it harder for him to play with his older brother, 5-year-old Nolan. When we were out with school friends, Ben mostly clung to a parent and engaged less with his peers.
However, since the mopping scenario, Ben has created all kinds of big, creative
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