By re-evaluating what definitions we can give ‘mess’ in the context of early childhood education we help children find their meaning. 

By taking a step back and being wholly present in a particular moment we allow ourselves to be immersed with the child and ‘... they will learn more, we will learn more and we become co-researchers with children.’ (Department of Education, South Australia 2019) 

As adults and educators, it is our priority to keep the children under our care safe and happy, but when it comes to the mess that is created through play and art, the instinctive reaction is to be careful and to keep things in order. How does this interfere with how children express themselves? I wanted to be more aware and understand that it is okay for mess to be there and put myself in their shoes.  I had to stop myself from saying the expected phrases because if I did, it would deter Ben’s play and learning at that moment- how small that effect may be.

Post-structuralist theories explain things being in many forms, without an absolute truth (Nolan and Raban-Bisby 2015 p. 7) If looked at from this lens, we can confidently say that there is a reason for mess and that could be a new way of looking at the ways children learn. From years 2-5, the resulting disorder from arts and crafts can be defined as expression, understanding and experiences felt in that moment, for that child. Because ultimately, ‘educators need to be responsive and reactive to the different learning and developmental pathways for children.’ (Nolan and Raban-Bisby 2015 p. 13)  

Developmental theories define child development being in ‘distinct’ and ‘separate stages’. There is a truth to it, but I think separating development into stages and mess does not mix together. Instead if we ‘focus on a child’s learning and development as an individual’ (Nolan and Raban-Bisby 2015 p. 8) as educators or parents we can clearly see the differences. 

For example, if two children are given the same materials and paper the ‘mess’ arising through their experimentation would be completely/slightly different. So our labeling of what exactly a child should be able to achieve at a certain age is sometimes unwanted when applied in instances such as ‘mess’ because every child is different.

‘Our expectations of children’s development need to be viewed not as universal but interwoven with the social and cultural worlds in which the children are raised.’ (Nolan and Raban-Bisby 2015 p.10) With socio-cultural theories- Ben’s community is his mom, his dad, family in Kenya, the plains, and the animals. It is his cat Tilly and his home, it is also playing at the Oval and if we were comparing him to the set standards that he was supposed to have achieved at 5 years like Piaget or Montessori have stated, it would be unfair and rude because his experiences are what makes Ben- Ben and the ‘messes’ that arise both metaphorical and physical would be his story, His learning, and his own expression because ‘children have a strong sense of identity’- outcome 1 (VEYLDF 2009 p.18) and it is up to us to make sure that it is justified.  

‌Department for Education, South Australia (2019). What’s Pedagogy Anyway? Introduction to Reggio Emilia.YouTube. Available at: https://www.youtube.com/watch?v=shdMJMwyAj8&feature=youtu.be [Accessed 21 Oct. 2020].

Nolan, A. and Bridie Raban-Bisby (2015). Theories into Practice: Understanding and Rethinking Our Work with Young Children and the EYLF. Blairgowrie VIC: Teaching Solutions, pp.5–14.

Victorian Early Years Learning and Developmental Framework. (2009). [online] Melbourne: Department of Education and Training. Available at: https://www.education.vic.gov.au/Documents/childhood/providers/edcare/veyldframework.pdf [Accessed 21 Oct. 2020].

Yazbeck, S.-L. (2013). Movement and Clay. Journal of Childhood Studies, [online] 38(1), pp.47–49. Available at: https://journals.uvic.ca/index.php/jcs/article/view/15438 [Accessed 21 Oct. 2020].

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