Co-op nursery school teacher and blogger extraordinaire Teacher Tom writes countless thoughtful articles on play-based learning and childhood exploration. And I believe he’s a philosopher at heart. I love this post: Let them teach themselves
“Ideas aren’t self-contained things; they’re more like ecologies and networks. They travel in clusters.”
-Kevin Kelly, Futurist and Author of What Technology Wants
We had a big pile of CD cases, just waiting to be repurposed into…something! BioColors paints are known for their plasticity (they don’t crack like tempera), and I thought it we could have some fun squeezing them into the cases, sealing up the holes, swirling the paint around, and then maybe peeling the paint out. That’s where my idea began, anyway. But this isn’t about me.
N loves to squeeze stuff, and enjoyed pouring paint onto the plastic jewel cases.
N asked for “just red and white, because it makes pink,” and also wanted to add some sequins to the mix. Pretty.
We put about five of these painted jewel cases up to dry, and then N revisited them the next day — on her own accord — with fresh ideas in mind.
Like grown-ups, children need time for their thoughts to muddle together, brew, and then emerge into something bigger. It’s important to keep in mind that good ideas have long incubation periods (see Steven Johnson’s TED Talk, below) and we shouldn’t expect kids to come up with big ideas on the spot — these things often take time to grow. And to properly give children opportunities to innovate, it’s helpful to present them with open-ended activities that can blossom beyond an initial plan.
If you’ve been following along, you may remember N’s growing interest in pitched roofs from when we made Gumdrop Sculptures and created a cardboard Pitched Roof for a water-flow experiment. The next day…
She opened a case, spotted the pitched roof connection, and said she wanted to make a house. I recently noticed that she’s had a hankering for building things, but this blew me away and was a far cry from where we started the day before. She needed some structural assistance from her handyman/contractor/dad, who was happy to cut tape and generally hold things together. Over the past few weeks, we’ve talked a lot about the teamwork involved in building structures, and it seemed that she enjoyed the real-world connection with her own team of workers holding up windows and such.
She then requested some siding material, which her handyman cut to her specifications. And thank goodness, or else the squirrels might come in! As my daughter approaches her third birthday, it’s amazing to see her mind take on more complicated tasks and ideas, and I look forward to seeing further down the path of discovery through her eyes.
Author Seth Godin created this loooong list called Where do ideas come from? It’s brilliant and easy-t0-read.
Author Steven Johnson talks about how ideas are networks in his TED Talk: Where Good Ideas Come From
Steven Johnson writes about the importance of open innovation platforms in The Genius of the Tinkerer in the Wall Street Journal.
What do you think it takes to grow a big idea?
Since my daughter (now almost 3 y.o.) practiced hammering with golf tees back in October, I’ve been waiting and waiting for just the right time to introduce her to REAL nails! After working really well at piercing gumdrops with toothpicks, I had a feeling that the time had come. So I dusted off an old scrap of wood, pulled out our jar of random nails, and threw in a bag of rubber bands just to make it more interesting (inspired by this post at Jojoebi).
We used the hammer from our Melissa and Doug Take Along Tool Kit, and it worked surprisingly well. I gave her a small safety lesson, where I demonstrated how to hold a nail low…right down next to the wood. She was so eager to get to her task, and was fiercely focused.
Once N decided that enough nails were hammered in, she began adding rubber bands. At first there seemed to be an unspoken rule that each nail would be surrounded by one rubber band layer.
And then the rubber bands kept on going around and around the nails. I love all of those colors!
For my friends out there who want to avoid a mess, this is as clean as projects get, and all of the materials can be reused when your child is all done with their nail and rubber band exploration.
If you have a rubber band project that you’d like to share with the TinkerLab community, you’re welcome to share a photo or a link here: Creative Experiment #4: Rubber Bands
What are you building today?
Have you tried the baking soda and vinegar experiment with your kids yet?
Yesterday N skipped her nap and requested “gooey flour and water” for her quiet time activity. Did you hear me sighing? I sort of had “read books” or “play with a puzzle” in mind, but I guess that would be too much to expect when we rarely sit down and work on puzzles during non-quiet times, right?
I had a million little things in the hopper, but it seemed like a reasonable request. So, there she was, inches deep in flour, salt, water, and white vinegar. With its clear color and acidic smell, the vinegar gave this sensory project an elevated feeling of alchemy. She liked the smell of it, then tasted it, and then tasted everything.
As I was sitting there watching this serious game of ingredient exploration unfold, I remembered the ol’ vinegar and baking soda trick! So I brought out the baking soda and asked innocently, “would you like to add some baking soda into your cups?” Of course she said “yes,” and her reaction to the merging of the vinegar and baking soda made missing a nap totally worthwhile.
First she add baking soda to all of the cups and then she poured vinegar on top of the baking soda. We played this game in both directions: adding vinegar to baking soda and vice versa.
After depleting my white vinegar reserves, she begged me for more. (Hey! This project is a winner!) Since I was also sort of curious about how the other vinegars would react to the baking soda, I reluctantly handed over my red wine and balsamic vinegars. They each bubbled, but had slightly different reactions.
Happily shared with Childhood 101
I stumbled upon Tsh Oxenreider’s blog, Simplemom.net, and its words of clean and simple living wisdom have been a huge inspiration to this pile-making, book-loving, overstuffed home-making, can’t-throw-away-art-supplies-from-college kind of gal. I was so drawn in that I purchased her book, Organized Simplicity, and I’m finding myself on a new path toward simplifying my home and life.
Related to all of this, my home has fallen under The Great Purge, and odds and ends like never used triangular make-up sponges are mostly finding their way into the trash. Or in this case, because I still have the art material hoarding sickness…the art table. Although the whole point of this journey is for me to get rid of things, I had a feeling that my little art explorer would enjoy tinkering with them.
And she did! After sponging to her heart’s content, N reached for the paint squeeze bottles. Mixed media painting begins here! When she was younger I waxed poetic about limiting art supplies in any given project to avoid overwhelming a child with options. I’m still formulating my thoughts on this as she gets older, but it’s becoming more and more clear that she enjoys having access to a wide variety of materials in one sitting. In another recent session, she used pom-poms, glitter glue, and watercolor paint…all of her own design.
And then she picked up a grease pencil, or china marker, for some additional mark-making. These pencils not only make beautiful bright marks, but they’re fun for kids to peel open.
While the triangle sponges were saved from the dump this time around, it’s a whole other story for the old blender, maternity clothes, and set of rarely used hot cocoa mugs. Although, on second thought, that dying blender may find a second life as a paper pulper. Or not.
I’d love to know…what everyday objects you or your kids like to tinker with?
Beautiful, right? These gorgeous old redwoods shade our neighborhood park and make me fall in love with that park time and time again. After our ritual slide run and swing toss we like to set up snack or lunch in the shade of these trees, practice “climbing” them (which is really just climbing thought the gap between their close-growing bases), and occasionally harvest their little 1″ pine cones for mysterious who-knows-whats.
While my husband and I busied ourselves with countless chores this morning, my daughter called out, “I’m ready for an art project! I’m sitting at my table and NEED an art project!!” So demanding! Forget that she’s got a sweet little self-service area all set up where she can access paper, markers, scissors (yes, that’s right…scissors…lucky kid!), glue, and glitter glue. But she wants MORE! So, my brain starts cranking a little faster, and I hustle to pull this pine cone glitter bonanza together for her.
N chose the paint colors, brushes, and glitter colors, and we spent a good deal of time mixing up a batch of “magenta” paint with red, purple, and white. It didn’t really turn out looking like magenta in the end, but at least we could name the strange, emerging color something other than red, which it was clearly not.
And this was not just for my daughter…my husband and I jumped in the fun, too. (Thanks, Susie, for the gorgeous bronzy glitter. Scott made some good looking pine cones way sparkly with it today!).
Excess glitter found its way into this baggie, and my husband showed N how she could cover a glue+paint coated pine cone with glitter by dropping it in and shaking it about.
A tray full of mini pine cones. Isn’t it surprising that the world’s largest tree should bear such a tiny cone?
We really can’t seem to get enough of the sparkly stuff. Anyone else have a child who’s nutso for glitter?
- You don’t have mini pinecones to paint? Try big pine cones, leaves, sweetgum balls, rocks, or sticks.
- Bring a basket on a neighborhood walk and provoke your child with a question like, “Let’s collect items to paint/glitter/decorate/etc. What could we collect?”
- Add glue to your paint mixture to ensure that the glitter sticks to the pine cones