Provocations: A Lot from a Few
As parents and families and schools face the realities of new paradigms of early education—from hybrid models to classroom with fewer and more select materials, one might begin to wonder:
How can I provide enriching experiences for my child when I only have access to just a few things?
After all, even if you aren’t working within a school context with constraints on the types of materials you can have, everyone’s home only has so much space, so many shelves, so much that one—or even two or three—rooms can handle!
When faced with this apparent dilemma, I always turn back to what, in my view at least, is one of the cardinal rules of childhood: it doesn’t take much. No, children are not simple beings; working with them and providing for their optimal development isn’t easy—but it doesn’t take a whole lot.
This past week I’ve been reflecting on emergent science—and one thing that stood out to me today was how with just a few materials, you can set the stage for all sorts of different learning. Creating new and inspiring provocations and invitations from the same set of materials is as simple as a quick re-arrange and a little forethought about what you might like to invite the children into exploring with the materials on hand.
To experiment with this I took the following:
Two acrylic jewelry storage jars (like these).
A few color swatches nabbed from a local hardware store.
Some classic Crayola crayons—although these rock ones are my favorite.
A couple of wooden bowls found at a local Value Village.
Some sheets of watercolor paper cut in half.
A wooden tray—yes, also from a thrift store!
A small pastel bowl on clearance at a local big box store.
And I set to work!
Provocation 1.
Comparison and Contrast
In this provocation, I set up with a mind to explore the similarities and differences between the flowers. What do you notice off the bat? What do you see? What do you feel drawn to do?
I wonder if:
Someone will compare the lengths of the flower stems?
Make note of the color of the petals?
Use the drawing tools to draw their own versions? incorporate some of the other plants and flowers onto the page?
I also left a spot on the paper for recording any “noticings”—that is, things the child may say, do, or wonder aloud while working with these materials.
You can also see that in this one I’ve positioned a phone, complete with a picture of the buttercup, in the tableau. Don’t be afraid of technology! Used right and well, it can be a true asset to any exploration—especially to nature study. For example, using PictureThis I learned that buttercups, while pretty, are not to be eaten!
“The tray is like a rug—it defines the space. It is neither purely functional or purely aesthetic—such a dichotomy does not exist.”
Provocation 2.
Inviting Exploration of Color and Shape
In this next provocation, with the same materials, I decided to emphasize color and shape. I placed the jars, now filled with leaves of differing hues of green, on top of the color swatches, and arranged a few different leaves on a similarly sheet of paper.
Note that the crayons have now gone from two to four, adding two more shades of green. The white paper also provide an excellent contrast to the deep greens in the leaves, inviting the children’s gaze to focus on this delineation.
You might wonder aloud:
Look at all of those greens! A light and dark green—so many shades!
I notice that the leaves look a little different—do you notice that? (Before, for example, tracing the outer edges of the leaves with your finger and/or inviting your child to do the same).
There are so many ways—any many more configurations—for a provocation like this, but remember, it doesn’t take much!
If you’re curious, take a look at my Provocations Planner—recently updated with some additional templates for planning out powerful and engaging provocations for your little learner!
Happy creating and happy learning!
Ron