Tag Archives: relations

How Noticing Becomes an Act of Reflection and Care

Maria Wysocki with Nicole Land

It has been quite a journey to observe and live with the children the relational ways that ‘masteries’ and ‘ownership’ come to happen with the yard, as we study its dynamic of movement and life collectively. We move and we notice, and vice-versa, in this environment that offers endless experiential moments in which we enlarge our understanding of who we are, how we move, and what disrupts our movements, shaping our experiences and understandings on intrinsic human – nature relations and dependencies.

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Flipping Vehicles

Nicole Land thinking with Sanja Todorovic and Jajiba Chowdhury

We thought with the children with a provocation of flipping over the vehicles (so they were belly and tires up) to try to ‘get to know’ them differently, and to see what happens if we shake up the children and vehicle’s well-known pathways around the yard. Often, we have noticed, the children use the plastic vehicles on familiar pathways, running around a shelter in the yard. How might we notice how we communicate with/in movement if we intentionally try to disrupt our well-travelled pathways?

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Grieving Cut Trees

Nicole Land thinking with Maria Wysocki, Selena Ha, Andrea Thomas, and Alicja Frankowski

Recently, there was a significant cutting of trees in the yard. Some of the trees we have thought very carefully with were removed.

As I was thinking about our relations to trees, I was reminded of Natasha Myers’ work. I’ve attached one very short article by her, called. For Myers (2017), “gardens are sites where it is possible to get a feel for the momentum that propels people to involve themselves with plants” (p. 297). She speaks about the human-centred ways we currently have of thinking about gardens: humans plan, design, and care for gardens; they are the master and primary care-er *for* a garden. Myers links that to the Anthropocene, which connects to our conversations about stewardship, as the talks about this assumption that humans can solve human-created problems by finding better fixes and pre-empting anticipated plant catastrophes (I’m thinking about the trees Andrea described getting cut down along her street in the name of preventing a parasite they didn’t even yet have).

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What We Can and Cannot Notice

Nicole Land thinking with Maria Wysocki, Selena Ha, Andrea Thomas, and Alicja Frankowski

I’ve been thinking about what we can notice and what we cannot notice when we think with moving: in the yard, whose movements are acceptable or enjoyable or agreeable and whose movements are not? I am thinking about how our inherited ways of knowing movement call us to pay attention to certain movements. I’d suggest that we are taught to pay attention primarily to human movements and then also to particular sanctioned kinds of human movements (developmental skills, gross motor skills). I am thinking too about all of the movements in the yard that are part of living well together in the yard, but that we don’t often notice or sometimes we work not to notice. Like how we don’t often attune to rat movements or only get to know rat movements in certain ways (like dead rat bodies), but also other movements: tree movements, bark moving, snail moving. It’s harder to notice these movements. Thinking about our intentions to want to create conditions where we have to actually think about moving, I’d suggest that paying attention to these kinds of movements requires more work; we have to change how our own bodies move and shift how and what we notice. I think that this connects to thinking about getting to know moving in a particular place: how does a place (the yard) shape how moving happens? How do the conditions of the yard shape how we can notice moving? And the flip side of that question – how do the ways we notice moving shape how we create conditions for moving in the yard? 

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Noticing Borders Otherwise

Nicole Land thinking with Maria Wysocki, Selena Ha, Andrea Thomas, and Alicja Frankowski

While we were sitting on the logs around the sand last week, Andrea asked: what borders do we need to care well together? I think this question is important, because in living well together with the sand, I don’t think that anyone is suggesting relations of anarchy or disorder where we refuse all borders, or a romanticized anti-border world where we suggest that we are post-border or that we have created a space so harmonious there is no need for borders. I think, instead, Andrea’s question reminds me that we need borders; borders are part of world making – borders are a way of navigating, of standing for something, of making choices about care and attention and learning and life. I’ve been thinking about this question alongside a proposition from one of my favourite authors, Alexis Shotwell: “what it means to notice the world as a practice of responsibility” (p. 79). What would it mean to notice borders as a practice of responsibility, where borders are a way of being implicated in worlds and relationships? 

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Who Participates in Moving?

Nicole Land thinking with Sanja Todorovic and Jajiba Chowdhury

I was thinking of our earlier conversations about running and about being curious how different ways of moving happen in your classroom, and what these different ways of moving do. I think that there is something quite interesting happening in noticing how and why different materials are carried, and how they travel, around the space. On Friday, there were lots of materials that were scooped up and carried around in lots of different ways: a hat that was carried around on heads and in hands, the coloured see-through block pieces that children carried in threes as they stretched their hands to hold three at a time, some children cuddling baby dolls against their bodies as they walked them around and others holding the dolls by their ankles or arms as they walked, the paint from the activity that got stuck to fingers before it was washed off, and books that were carried by their covers or carefully held flat as they travelled from the book carpet to other spaces. There is so much moving with materials that is unfolding, and I am interested in wondering and paying attention to what these moving relations create – what happens when dolls or paint or blocks or books move in particular ways? What does this moving open up? How do we shape how children move with these materials – why, how?

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Doing “Clean” with Documenting and Rain

Nicole Land thinking with Alicja Frankowski, Andrea Thomas, Selena Ha, and Maria Wysocki

We are curious to think with how we move with documenting – how do we keep our pedagogical documentation in motion, as a process entangled with our everyday movements with the playground? We printed and laminated some images of the children jumping with the logs. As we brought the laminated images into the sand, there were a few children who became concerned with keeping the documentation “clean”. They seemed interested in preserving the documentation as intact images, uncovered by sand or by a presumed, predictable idea of what the sand might do to the images. This makes me very curious to think more about the relations with documenting that we hold and participate in: in the name of what do we want to “preserve” documentation? What inheritances and existing conditions in the field invite relations with documenting concerned with preserving or keeping documenting intact? How? Why? What relations with documenting might we be interested in cultivating? What ways of being with documenting align with our pedagogical commitments? 

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What does Running do?

Nicole Land thinking with Sanja Todorovic and Jajiba Chowdhury

In a toddler classroom, we began by being curious about running and thinking with questions of running and of what running ‘does’; what running creates, what running produces, what running invites, what consequences running generates. This makes me curious about how we get to know running. With what ideas or concepts or inheritances or relations do we build our understandings of what running does or how running happens with children? For me, when I try to name how I understand running, I think often about space and I consider running in relation to spatial considerations: running around bookshelves, running across tile floors, running in tight quarters. Another familiar way that I understand running is in relation to place: running on slippery grass, running across crosswalks, running on really hot days. My phys-ed training always makes me think too about running as gross motor skill: running as a form of locomotion, as an activity that happens at a high intensity, as a way to exercise our bodies. Space, place, and motor skills are then, for me, familiar ways of getting to know running, and they all have particular consequences for how I notice running, how I interpret running, and how I create conditions (spaces, rules, relations) for (or not for) running.  

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