The ideas are insightful from the perspective of working together to get a solution to a challenge. The conventional way of solving a problem might not be satisfactory, so, inventing a new way of addressing it can be achieved by combining ideas. For instance, when working with children to help them understand the concept of counting numbers, a teacher can resort to using objects to help them in sequential labeling. However, this approach might not be effective as required and, therefore, there is a need to think of a new way that attains the much-desired results. The second method in comparison to the first one reflects Cadwell’s idea of “becoming a community of seekers” (Drew 2013, p. 82). The teacher can decide to involve the children in the counting by providing each of them (or in groups) pieces of objects to help them participate in the counting process collectively.
The element of diversity in learning is what captures my attention in the photos provided. The children, when exposed to the buttons, have different ways of using them to create unique things that could have not been possible if the access was restricted to one approach” (Drew 2013). The organization and use of physical space and materials inspire my understanding of the situation differently. For instance, the free access and less restriction of the buttons have resulted in extensive self-expression with the children making unique patterns. Some have established the spelling of letters while others have random shapes and colors. The free access and unrestricted use of the buttons have unveiled the special abilities of the children which could have not been possible if the environment was restricted in terms of space and materials.
Drew, W. F. (2013). From play to practice – connecting teachers play to childrens learning. National Association for the Education of Young Children.