Sam always seems to have something in his hands.

Ever since a baby we remember him with small objects tightly held in one hand as he went about his day.

Shafer (2002) says the significance of listening to the children and documenting is to see the complexity and brilliance of ordinary moments (p.185) Uncovering the extraordinary in the ordinary is, to a large extent, a matter of listening....... (p.194)

Small Sticks build relationships

Gathering sticks

Sam talks to himself explaining exactly what each stick is for. I'm collecting tools, Im going to fix things.

Yellow for cutting off. Green for hammering Grass for poking in then you hammer it like that Sand thats for making it dry

Sam finds a bigger stick. Its a hammer and I painted with it. It's all fixed up.

Its a helicopter.

The digger needed urgent mechanical repairs, requiring two mechanics. Sam and Lexi used his sticks to solve the problem. The longer ones are the hammers and the smaller ones are the screwdrivers.

Sticks Bridge the Gap ?

Sticks are something Sam is not only connected to in the physical sense they are also used as tool to make connections with others.

As teachers we wondered if the sticks were a tool to invite others into his world, to take the time to slow down and become connected to his thinking, his thoughts and ideas.

Sams ongoing interest in gathering sticks and offering these to others has enhanced his relationships which have grown over time. Through his quiet communications, Sam continues to draw us into his world.

Sams interest in sticks is never a one dimensional learning opportunity, but interweaves with many possible connections to other curriculum areas.
Sorting his sticks into different lengths he again illustrated his mathematical knowledge and understanding of classification and measurement.

Sams sticks are often connected to a journey or a significant happening. They may be gathered on his walk to the centre or from his own garden. They have meaning,

share memories and reflect times of importance .

Using his favourite sticks as a provocation Sams stories emerge through his drawings..

Look at mine. Thats sticks got a road through it. Thats how this one is.
As he explained this he compared the stick with the one he had drawn and was very pleased as he realised they were the same length.

That's a storm that blew the sticks off the tree, and thats clouds and a big rain is coming down.

This is a boat. This is a man hes fishing. Thats another man. Theyre going on the sea and this is the line they need to pull another boat and another line. Sam then held up his drawing to show me. Placing his paper back on the table Sam began to draw with ever increasing speed and intensity. Storm, he explained. The men got rain all over them. This is the cloud with the rain dropping all over them. They got sick from the wet.

When this drawing was finished Sam asked that both his pictures be put in his portfolio so mum

Sams teacher wrote; Sam I really enjoyed sharing story telling through your drawings. Using experiences you are familiar with and adding your imagination you were able to create a great story. I was also impressed with your perception of length as you drew a line which was the same length as the stick you had chosen from the collection you displayed on the table. I look forward to sharing more stories as we communicate through mere marks. Having emailed the learning story home Sams dad replied; The versatility, the creativity and comedy of Sams magic sticks never ceases to amaze us.

Mere Marks
Kolbe writes, at some point children make a
remarkable discovery: mere marks on a piece of paper can stand for things not actually present. Although the early named drawings dont resemble anything the achievement is significant. Why? By labeling marks and shapes, children show they understand that marks can communicate. They are at the threshold of learning to make images, letters and numbers. U. Kolbe, (2001). Rapunzels Supermarket

The collection of small sticks from papatuanuku offers us a glimpse into the perspectives of a child's relationship not only with the material itself but also with others.
These relationships and connections to the natural world transcend into his relationships with peers and teachers.

Are his sticks a conduit for making connections and building relationships?

Listening with our eyes

The photo itself is not the essence, rather the thinking, reflecting and the analysis of this experience - is the essence.

We continually ask ourselves. What is really happening here? Why?

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Two teachers viewing the same photos will invariably create two meanings. Their dialogue then creates a synergy, a joint understanding to support further opportunities for the children

Photos open the door to other possibilities.

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Childrens play is complex. Children use multiple tools and multiple strategies to explore their thinking and their working theories.