Vintage Treasures in the Classroom

"The objects surrounding the child should look solid and attractive to him, and the house of the child should be lovely and pleasant in its particulars; for beauty in the school invites activity and work."

Maria Montessori

One of my favourite ways to spend a relaxing Sunday is to visit a local antique store in my town. They refresh their wares on a regular basis and it's inspiring to wander the store and see the new arrivals. I love to find unique objects and imagine how they might be used by children during free play. Sometimes objects are a vintage model of what we already have - I'd much rather offer a solid metal scale for measuring than a flimsy plastic one. Other times unfamiliar objects become invitations for exploration and play as children have not had previous experience with the new resource. Providing something interesting and unique in the learning centers for them to discover has led to some amazing questions and explorations. Children attempt to discover what a new object might be and for what other purposes they can use it.
     

Visitors to our space are surprised to see the delicate materials being used by children. I'm often asked how fragile objects are not damaged, and if children take care of the resources properly. I believe that because children consider themselves equal members in a democratic space they value their beautiful learning environment and strive to care for all materials. Do things sometimes get broken? Absolutely! But this is a rare occurrence and when it does happen it provides an excellent moment for reflection and learning so that children take care to ensure materials are safely cared for.

 

Visitors to our space also ask how I am able to acquire such interesting materials without spending a lot of personal money to do so. As a scavenger I am always on the look out for vintage items; I love to spend rainy Sundays in second hand shops looking for things that can be easily fixed up and used in the classroom. Families are also quick to donate items from their homes and yards, especially after an open house when they see just how children incorporate materials into their play. Sometimes colleagues, my own extended family and other community members will offer things they no longer need. Sending letters home to families and posting for specific items I am hoping for on social media has also resulted in some amazing items being added to our space. Because I have taught for 20+ years I have acquired quite the interesting collection! It takes time and patience to build a complex space.

Offering antiques and vintage items in the classroom not only beautifies the space, it offers many other learning opportunities for children:

• children learn about how materials and lifestyles have evolved throughout the years (e.g., learning how rotary phones evolved to dial and eventually to wireless smart devices)
• children appreciate how materials can be recycled, reused and even upcycled in place of always purchasing something new
• the classroom begins to take on an interesting eclectic flavour that can represent the spirit and history of the local community
• statement pieces can spark in depth inquiries or creative explorations (e.g., researching the purpose of an unknown object, writing about the history of an object)
• children can also explore cultural and historical significance of pieces and use them to learn more about the past
• children can emotionally connect with the aesthetics of a piece and hold wonder and curiosity for their environment
• sharing the theories children have for vintage items beyond the walls of the classroom (e.g., social media, newsletters, documentation) helps showcase young children as capable and creative and might inspire further donations
  

     

Over the years I have replaced plastic, commercial toys in our classroom with found and recycled objects. It's taken years to curate a classroom filled with wonder and excitement and I'm eager to continue this journey with the children in the upcoming school year. What unique objects are valued in your classroom? Share your ideas in the comments below or share on social media tagging @McLennan1977!

Treasures in the Classroom

"To a young child, the world is full of materials to touch, discover, and explore. To find, collect, sort, and use materials is to embark on a special kind of adventure. For adults, gathering materials means rediscovering the richness and beauty in natural, unexpected, and recyclable objects that are all around us, but not often noticed." 

(Weisman Topal & Gandini, 1999)

  

There is something so magical about being in a thrift store - one of my favourite things to do is grab a hot coffee and spend an hour wandering the aisles and appreciating the beauty that lies within. There are so many interesting things to see and appreciate and it's fun to image the stories that the objects might tell if they could. Sometimes objects will transport me back into my childhood and remind me of things I haven't thought of in years (seeing a basket similar to the one my Nana used to use when hanging laundry outside...me too little to help but eager to stand beside her on those warm, sunny days). Those are the absolute best finds.

In our program we value found, recycled and natural loose parts. They are incorporated into all learning areas in the classroom and children are free to use them however they wish as they become play props to support their imaginative stories. Because we don't typically use commercial toys in our program, many of the loose parts and materials to support activities come from interesting places like yard sales and thrift stores. I want our classroom to be as unique and diverse as possible... not some image plastered in any glossy educational resource catalogue but one true to the heart and spirit of our children and community itself.

Last time I visited Value Village I came across a delightful bag of decorative spoons. As my daughter and I explored them we realized that someone had carefully curated these over time. Spoons from far away - the coasts of Canada, the Southern United States and even Europe - were included in the collection. It was clear that this was once a special collection for someone. Had this person traveled extensively and acquired each one? Did love ones travel abroad and always remember to bring a spoon home for this person? Cadence was enamored with the spoons. 

"Momma...it's so sad that these were so special to someone and now they ended up here!" She clutched them in her hand and enunciated her point by waving around the store. 

I smiled. That was exactly the point! Who better than to continue to appreciate the rich intricacies of the spoons - the carefully carved pictures, dangling charms, and interesting handles - than my vivacious group of kindergarteners. They find beauty and wonder in the most ordinary of objects and I knew the spoons would continue to be meticulously valued and appreciated in their care.

A few days later I introduced the spoons to the children. I offered them the opportunity to first explore them on a table and then use them around the room. At first most children were so excited to explore each one, often noticing things that had evaded me - the gentle way the handle twisted, the funny flamingo on the Florida spoon, and how one even appeared to have a diamond encased within. And as I carefully observed the children I noticed that including these treasures offered so much rich literacy and numeracy potential. As I listened I heard the complex vocabulary they were using to describe what they noticed. I heard them read the locations listed on each. I saw many who were inspired to sketch the spoons in their journals or ask for books about plants and birds so they could correctly identify which were on the spoons. They were engaging in rich conversations with one another and suggesting different children in the class who might appreciate specific spoons (e.g., "Emma would like the Texas one...she loves horses and this one has a little horsey on the end!").

Over the next few days the children incorporated the spoons into other centres and I observed math emerging in their work. Some children sorted the spoons based on characteristics like those with and without animals on them. Other children lined up the spoons by length or created simple patterns using them. As they used them at the sensory tables I overheard children counting as they measured sand into bowls or reciting recipes being stirred in the big pot. It was amazing to see just how diverse and rich the experiences that incorporated the spoons were.

After a few weeks I watched the children slowly find interest in other materials in our classroom. The spoons are displayed in a decorative basket on the shelf and are still explored by the children when they are needed to support their dramatic play. I know that many groups of children will continue to enjoy and appreciate the beauty of these spoons for many years to come. And I reflect back to what Cadence said many weeks ago when first discovering the spoons and think of whoever might have owned them before we did. Who was she or he? Where did they live? What were their life experiences? How long did it take to collect the spoons? What story accompanied each one? I wish I knew the answers so that I could thank them and assure them that our children will continue to treasure the spoons just as much as they did, one treasure at a time.