Final Version May 5 07

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There was a discernable absence of primary coloured, plastic, and commercial
furnishings and equipment. Even with the softness of the décor the classroom did not
suggest tranquility.
The children moved around the room constantly, engaged in conversation with
each other and the teachers with ease and frequency. They were in constant motion;
crawling, rolling, flopping, walking, standing up, and sitting down. At 9:40 a.m. Mary
called the children to the carpet for a meeting. After some confusion, the children
gathered and Mary announced, “Let’s get started. I see a lot of my friends brought things
to share with us.” Various children presented objects and were encouraged to “tell us
about it.” When one child hands Mary a book to read many of the children had difficulty
sitting still. Mary reminded the children that “we are listening now” and to “stay on your
bottom.”
A couple of children leave the carpet and appear to be searching. Two return with
pieces of paper and one says “this is my picture, I drawed it here.” Another brings a small
scrap, calling it a snake. Mary acknowledges the children then shifts attention to Franca,
the other teacher in the room. Giving prompts and asking questions, Franca begins a
discussion about “words that start with E.” After a few more restless minutes the children
are given options of activities in which to participate, reflecting the current project topic
of animals.
There is a Reggio-inspired light table with animal forms for the children to trace.
There is a table with animal cookie cutters and modeling clay, another with animal math
activities. A number of children gather at the carpet to play with large plastic animals.
One child sorts the animals into categories of farm animals and those found in Africa.