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While volunteering at the CYC, there was a young girl who was having a very rough day. She was crying and very stressed out, but everyone responded to how she was acting, and not why she was acting that way. When an authority figure came to help her, they sat her down and asked her what the matter was. She was very calm and the little girl became calm as well. Turns out, she was trying to complete a task and got very frustrated when that task was not allowed to be finished. The authority figure told her, "I understand that feeling. I get frustrated too when I can't complete my tasks, but sometimes we are going to get frustrated and we are going to be unable to do what we want all at once. It is good to remember in those moments that it is okay to feel those feelings, but we need to know that we can come back to our task and it will still be there for us to do. I'm positive that you will be able to remember that!" Afterwards, the girl seemed to feel a lot better. They made the child feel not alone by telling her that this is something that they go through too and also validated her feeling and gave her solutions to the problem for the future.

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We often forget that children are learning and growing just like we did (and are). This quote reminds me of the Leavitt & Power article in class that states that when children enter school, they are instantly thrust into a setting where they are no longer in control of their bodies. Instead, their teachers are. They tell them when to eat, when to learn, when to play. A passage in this particular reading claims that a child's body is "the recipient as well as the generator of social meanings, an expression, an instrument of communication, interpreted by the caregivers and for the children," (Leavitt & Power, 1997). A little boy at the CYC was taught and nurtured as opposed to ridiculed for his poor behavior recently. He was crying because the teacher would not give him a marble. His parents would not let him have the marble because he kept putting it in his mouth. The teacher knelt down with him and told him that the reason he could not have the marble was not only because of it being put in his mouth, but because if that marble got swallowed, the boy could choke and it could really hurt him. He was disciplined and taught why he could not have the marble, and everyone was looking out for his best interests. Then, they talked out his feelings. He was taken care of physically and emotionally, which are both equally as important as each other.

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A student at the CYC doing an art project about bears

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Based on what I have seen at the CYC, much of the art projects are very structured. The students are given guidelines and told how to do the projects. Even so, some of the children put their own twists to them. I do not have pictures of this, but on my last day there, the students were making a fish tank with fish in it. Though it was a project with guidelines, the students could decorate their fish and tanks how they wanted to! You could really see the creativity flowing from them. Some students drew their fish with eyelashes, others made them covered in purple glue, others made two fish and had them marry each other. The slides from Week 11 suggests that aesthetic practices enhance students' imaginations and their ability to connect their wants, feelings, desires, and what they know to what they can create.

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"Play can lead to social-emotional and intellectual growth, and it should be treated less as a break from learning and more as something just as essential," (Waterford.org). This source highlights the importance of play for young children! It also talks about ways that we as educators can encourage children's playtime in our classes and our lives. Such strategies include having time for play and materials to do so (such as a place to do so), leaving playtime alone (like not engaging unless the children engage with you first), and allowing the families to hear about what makes unstructured play so important as well. At the CYC, there are structured playtimes, but the play is entirely unstructured, so the children can explore their environments and imaginations on their own or with other children as they please. They are also given a lot of time to do so!
https://www.waterford.org/education/importance-of-play-in-schools/

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Woke Kindergarten reads Saturday by Oge Mora to us. Teachers can use read aloud time to resist societal norms and read more inclusive books to the children. If students can feel represented then they can feel good about themselves."It is vital to let kids learn about systems of oppression, about pain and harms that have been done, about the challenges that are faced by others with different lived experiences. But at the same time, the picture of diversity cannot only be trauma," (Su, 2022). This article highlights the importance of reading anti-oppressive children's books. Children are exposed to the truth about oppression, they are taught what oppression is, and they are able to see themselves in characters because of these stories.

https://www.elainesu.com/mssu-bookshelf/anti-oppression-picture-books

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The video shown is a video of children playing at a farm and exploring. Allowing children to interact with their outside surroundings in a curious and engaged way lets them get a grasp of the world around them and lets them be curious about the world. In the video, the two boys' parents took them to a farm to learn about the animals and get a sense of their environments and how it can interact with theirs.

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Nature Play kids: Fun at Whiti Farm Park video