Category: Book Reading

Re-imagining Books And Innovating On Problems Related To Books

14/6/2021

Have you ever wondered about all those unread books sitting at different parts of your house, or class, or school...or just about anywhere? What might we be able to do with them?

What about those who write those books, the authors? How about the jitters authors feel about publishing new books? What can be done to ease that?

We wondered the same with our children and it goes without saying, that they bubbled with a variety of ideas. Needless to say, it was such a treat to hear and watch them ideating. Of course, we documented this process, and here is the result: a case study of an ideation process that shows children to convert problems into opportunities for innovation.

#sparklingmindzglobalschool
#inspiringconfidentlearners
#youngachieversacademy
#ideationprocess
#21stcenturylearning
#socialemotionallearning
#everychildcan
#childasanentrepreneur
#problemsasopportunities
#learningforkeeps

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'Something Else'

19/2/2020

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What would you do if you ever felt like you weren't part of a group, that you had no friends, that you felt like nobody liked you?

How would you feel?

Moreover, how do you think a child feels when she feels like she has no friends, that she isall alone, that nobody likes her?

Our 4 year old K had been finding it difficult to connect and be friends with her classmates, feeling alone and sad but not sure how to solve it by herself; neither did she have clarity on why and what she was feeling.

The time came then for our 4 year olds to get a new set of library books to take and read at home. Out of those books, was one tiny treasure called 'Something Else' by Kathryn Cave and Chris Riddell. The book is about a little creature the other animals call 'Something Else' because it doesn't look like the others. The storyline moves through the emotions faced by the creature when it felt alone, sad, lonely because of how others treated it and called it 'Something Else'. The book however ends on a happy note where another creature that looks like none other comes into the picture and they become the best of friends.

Call it luck, call it a connection, K found it and took it home for the week. Days pass by, the book made its rounds with the others without any of us realizing how deep a connection K had made with the creature in the book called 'Something Else', until it was brought to our attention by her mother. K had been feeling like she was Something Else in the class as she felt alone, lonely and sad. Reading that book gave her the vocabulary and understanding of her emotions and feelings that she connected to, resulting in her opening up about it to her parents.

When it was brought to the attention of the school, we decided to dive right in, as we always do. With her in particular, we have been working on communication skills, and as a class, social skills and making friends with new children were on the focus. Because of the initial layer of work that was already done, when K's emotions were brought in the picture, children found it easier to empathize and suggest solutions.

We read the book today, it being a Thursday where we usually read a book for our Library Routine. We chose 'Something Else' to read and everybody was excited and jumping on their mats, except for K. She looked quiet and withdrawn throughout. However, we proceeded. Children kept empathizing with the character and vocalizing about the scenes in the book. Post the reading session, the floor was open for questions and further discussions.

"Have you ever felt like how 'Something Else' was feeling? "

Nobody answered as such.

The question then was repeated to K to which she whispered a yes. She then came and stood with us in the front for the issue to be discussed further. We held her throughout to let her know that she was safe in our circle.

"Because I am alone like Something Else. Nobody is not playing with me." meaning to say that nobody played with her.

The whole class of the 4-year olds sat quiet and looked concerned as she spoke as they now knew exactly how she felt.

"We will be friends with you. "
"We will play with you."
"I will write a letter for you at my home. I will bring it for you. You can take it home."
"I will play with you K"...

And on and on went children, soothing her heart.

There was no need of further conversations and this culminated in a a gentle group hug where they just held her. And T planted her a kiss in the end.

Developing a vocabulary to express how they are feeling is a good first step to seeking help when someone is feeling left out, lonely or upset. Children, when not felt supported and loved, can develop all kinds of insecurities right from childhood that could take a long time to move out of. As important as it is to make them feel loved, supported and belonged, it's also important equip them to love, support and be there for one another.

Contributed by Sruthy Krishna, Learning Facilitator at Sparkling Mindz Global Preschool.

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Re-imagining Books And Innovating On Problems Related To Books

'Something Else'

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'Something Else'

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