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Sam always seems to have something in his
hands. Ever since a baby we remember him with
small objects tightly held in one hand as he went
about his day.
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Shafer (2002) says the significance of listeningto the children and documenting is to see
the complexity and brilliance of ordinary
moments(p.185)
Uncovering the extraordinary in theordinary is, to a large extent, a matter oflistening....... (p.194)
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Small Sticks build
relationships
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Gathering sticks
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Sam talks to himself
explaining exactly whateach stick is for.
I'm collecting tools, Im
going to fix things.
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Yellow for cutting off.
Green for hammeringGrass for poking in then you hammer it like that
Sand thats for making it dry
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Sam finds a bigger
stick.
Its a hammer and I
painted with it. It's allfixed up.
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Its a helicopter.
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The digger needed urgent mechanical repairs, requiring two
mechanics. Sam and Lexi used his sticks to solve the problem.
The longer ones are the hammers and the smaller ones are the
screwdrivers.
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Sticks Bridge the Gap ?
Sticks are something Sam is not only connected to
in the physical sense they are also used as tool to
make connections with others.
As teachers we wondered if the sticks were a tool
to invite others into his world, to take the time to
slow down and become connected tohis thinking, his thoughts and ideas.
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Sams ongoing interest in gathering sticks
and offering these to others has enhanced
his relationships which have grown overtime.
Through his quiet communications,
Sam continues to draw us into his world.
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Sams interest in sticks is
never a one dimensional
learning opportunity,
but interweaves with many
possible connections to
other curriculum areas.
Sorting his sticks into different
lengths he again illustratedhis mathematical knowledge
and understanding of
classification and
measurement.
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Sams sticks are often connected to a
journey or a significant happening.
They may be gathered on his walk to
the centre or from his own garden.
They have meaning,
share memories and reflect
times ofimportance .
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Using his favourite sticks as aprovocation
Sams stories emerge through
his drawings..
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Look at mine. Thats sticks got a road through it.
Thats how this one is.
As he explained this he compared the stick with the one he had drawn
and was very pleased as he realised they were the same length.
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That's a storm that blew the
sticks off the tree, and thats
clouds and a big rain iscoming down.
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This is a boat. This is a man hes fishing. Thats another man.
Theyre going on the sea and this is the line they need to pull
another boat and another line.
Sam then held up his drawing to show me. Placing hispaper back on the table Sam began to draw with ever
increasing speed and intensity.Storm, he explained.
The men got rain all over them. This is the cloud with the raindropping all over them. They got sick from the wet.
When this drawing was finished Sam asked that both his
pictures be put in his portfolio so mum
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Sams teacher wrote; Sam I really enjoyed sharing
story telling through your drawings. Using experiences you
are familiar with and adding your imagination you were able
to create a great story.
I was also impressed with your perception of length as you
drew a line which was the same length as the stick you had
chosen from the collection you displayed on the table. I
look forward to sharing more stories as we communicatethrough mere marks.
Having emailed the learning story home Sams dadreplied; The versatility, the creativity and comedy ofSams magic sticks never ceases to amaze us.
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Mere MarksKolbe writes, at some point children make aremarkable discovery: mere marks on a piece
of paper can stand for things not actually
present. Although the early named drawings
dont resemble anything the achievement issignificant. Why?
By labeling marks and shapes, children show
they understand that marks can communicate.
They are at the threshold of learning to makeimages, letters and numbers.
U. Kolbe, (2001). Rapunzels Supermarket
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The collection of small sticks from papatuanuku
offers us a glimpse into the perspectives of a
child's relationship not only with the materialitself but also with others.
These relationships and connections to the naturalworld transcend into his relationships with peers
and teachers.
Are his sticks a conduit for making
connections and building
relationships?
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Listening with our eyes
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The photo itself is not the essence, ratherthe thinking, reflecting and the analysis of
this experience - is the essence.
We continually ask ourselves.
What is really happening here?Why?
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Two teachers viewing the same photos willinvariably create two meanings.
Their dialogue then creates a synergy,ajoint understandingto support further
opportunities for the children
Photos open the door to other possibilities.53
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Childrens play is complex.
Children use multipletools and
multiple strategies to exploretheir thinking and their working
theories.