Ice Castle

A child was working in the classroom with Magna-tiles. As I walked by, the child asked if I would help them build an ice castle. I declined the offer because I did not want to influence the work. Instead, I offered to watch, adding we could talk and play when they completed the ice castle. The child agreed, continued building, and started to tell me about the work. The ice castle was for two small action figures the child brought from home. When the ice castle was complete, I received a tour. I learned where each character slept and where the inhabitants stored their vehicles. As we talked more, I discovered the vehicles were spaceships, and that secret doors existed to enter the castle.

As school-age educators, we often are invited to help children extend or complete their projects. The children want to have a social connection with us as they have with other children. As educators, we play with the children often, participating in sports, games, and playground activities. When children engage in purposeful activities, the educators try to observe and encourage the child to work alone or with peers.

As I observed, the child started to build more spacecraft by connecting several triangular-shaped Magna tiles to create diamond shapes that formed a pod. The child demonstrated how each action figure fit into the pod, but one with big hair did not fit. The child explained this was an oversight and that one pod would need a redesign.

The process of creating is one of discovery and re-discovery. During this work, the child imagined a specific outcome. They started an action plan, then adapted, as the original idea did not turn out as they envisioned. Children who find motivation in creative ideas will repeatedly try to re-create something they imagine. Children focus more on the work they choose.

The child continued experimenting and fitting different triangular pieces together. The work continued until the child created a pod big enough for the big hairy action figure. Next, the child started playing with the ice castle and the pods. I stayed for a while and played too until another child wanted to join in. I used this moment for a graceful exit to work with other children. There is a delicate balance between working with the children and influencing their work. I am always working at balancing the two worlds. 

How often do you engage in play with the children? What are the lessons you learn about your practice from this experience?