Written by Efrim C.
In early childhood education we speak of providing “provocations” to children: challenges, prompts, or materials provided by the teacher that deepen and extend children’s learning based on the focused observation of their pursuits, interests, and curiosities. Provocations stimulate a response, a growth in thought. Provocations do not leave well-enough alone. And provocations may stir the pot, just a little. With that said, in response to my last entry, I received the following (excerpted) response:
“Growth and skill development is important at our center. We are helping them LEARN through play. If they are learning nothing, in my opinion we are failing. If they are not getting skills, in my opinion we are failing. Luckily, I don’t see this to be the case at CCB . . . The process is NOT enough. It’s an incomplete look at what we want to accomplish. We are not babysitters or televisions or books. We’re human beings that can adapt and change to a child’s needs and help guide them. If ALL we cared about was the approach and no results, we might as well be babysitters just waiting for them to grow on their own or an inanimate object for them to explore with, without guidance.”
As teachers, we are more than simple transmitters of a given knowledge or skill. We guide. We lead. We model. We do not teach empathy by giving children rote phrases to repeat at given moments. We don’t teach them to understand and express their feelings by invalidating them. We don’t teach children peaceful conflict resolution by forcing apologies. We don’t teach a child what is possible by only telling them what is prohibited. We model. We inquire. We offer language and alternatives. We create opportunities for them to do for themselves. We honor their unique way of thinking about and being in the world.
The point of last month’s essay (which may not have been sufficiently explained), is not that I, nor CCB want an unquestioning adherence to a FLIP IT script. But we do want teachers to recognize, acknowledge, and validate children’s feelings. We do want teachers to stretch their creativity to find ways to safely accommodate children’s natural drives. We do want teachers to offer children the language and awareness to solve their own problems, and understand their emotions and those of others. And we do want them to provide the guidance and limits they need to build autonomy and independence. FLIP IT is not the only way to do these things, it is rather just one way to think about, to frame, to conceptualize doing these things.
And when it comes down it FLIP IT without investment in the moment, in the role we have as mentors, guides, and teachers, is not enough. What really matters is the specific way that we do them. The tone we use, the affect we display, the words we choose, the environment we create, the measure and intensity of the limits we set and so on and on and on; and these myriad variables are all determined from moment to moment, child to child, on our own moods and mental states, the biases we bring to our interactions, and all those things known and unconscious that go into human relationships. So, I agree the method itself is not enough, it is the passion, investment and belief in what we do that brings the method to life and makes it successful at all.
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