It began as a normal building project. When asked, the children had different ideas about what they were making. Some said a bridge, others a caterpillar, others a boat, and some a house. However, they quickly came together after noticing how long their creation spanned.
“Is this a bridge, guys?” – Elizabeth
“It’s almost the same as our class!” – Scarlett
“We need longer, guys!” – Elizabeth
With that they began to take the remaining blocks, adding length to their creation. At this point the goal seemed to be to stretch the blocks from one door to the other.
“We can make it all the way here! All the way to our lunch box!” – Jack
However, before long this investigation of length and measurement expanded again. As the children began to connect the blocks out of the class and into the pod, other children began to take notice. The pod became a maze of block paths, stretching to the other classes.
“It just went all the way inside the Superheroes’ class!” – Jack
As the children from the Superhero Kid class and Dancing Snail class became interested, they began to add their own blocks. Soon children from all three classes were walking on the blocks from one class to the other.
“This is spectacular!” – Rose
“It’s kind of a party!” – Jack
By the end of the building process, the blocks stretched from inside the Superhero Kid class, through the Happy Hippo class, into the pod, and into both the Superhero Kid class and Dancing Snail class. Children from all three classes became engaged in playing together, sustaining play until snack.
“Make another way to the Superheroes. Make it through that door.” – Scarlett
This was a fantastic investigation into measurement, teamwork, cooperation, and construction. The children really took ownership of their own learning, testing their working theories. They used measurement vocabulary, made hypotheses about what would happen next, and discussed the process in detail with their friends.
Later in the week some of the children continued to investigate measurement on their own at the secret garden.
In the coming weeks, it will be interesting to see if the children continue to demonstrate an interest in measurement. We will try to further this interest in the classroom through a variety of intentional provocations and questioning, while also encouraging any opportunities for exploration in their play.