Magic Wands

As the children played outside, I noticed a group running in a pack and stopping to shout and point sticks at each other. Actions that made me curious. As the children moved closer to my position, I could hear them muttering unique words. Still curious, I asked the children what game they were playing. They said the words were spells from Harry Potter and resumed shouting names of different spells and casting them on each other. 

Our school playground is a busy public space. Besides the children in our care, other children enjoy the playground with friends and family. The noise and activity levels are high. As school-age educators, our primary role is to observe the children on the playground. Our secondary role is being available when the children need our help. The children usually ask for help with social interactions and first aid. The spell casting play was dramatic and caught my eye, and made me wonder if the children would like to do a project related to Harry Potter.

I asked the children about their new play interests. They said that casting spells started after reading a Harry Potter book about spells. I discovered one child was reading the book and sharing spells with friends to inspire play. The introduction of the spell-casting book would become the fuel for our next project.

I thought Harry Potter and spells could be an excellent topic for a new group project, but first, I wanted to observe the children and see what transpired during outside play for a few more days.

The high-action spell casting continued. The children searched the playground and found sticks to create new wands. When it was time to go inside, the children established secret hiding spots to hide the wands until the next outside play opportunity. The next day, I asked the children if they would be interested in making custom wands. The answer was a resounding yes! We collected the materials needed to make wands, wooden dowels of different thicknesses, and various colors of tempera paint for the wand base coat.

The children crafted different designs for their wands. Some children painted a solid color over the entire dowel, while others added splashes of color overtop. Some children divided their dowel into thirds, fourths, or tenths, then added stripes of color to each section. We left the wands out to dry and planned to add more details the following day.

I enjoyed observing the children plan out and create an individualized wand. The Harry Potter books inspired the children to create a wand that reflected their personalities. The following day, as the children were painting, there was a discussion about what a real wand looks like. Some children said only specific colors were acceptable as they customized the work. At the end of the dialogue, children picked colors they liked versus colors the conversation agreed would be the proper choice. After applying the first coat of paint and letting it dry, the children decided to test their wands. 

After a robust spell casting session outside, the children were eager to add decorative details to their wands. Some children accentuated their wands with glittery beads, sequins, electrical tape, and feathers. Other children used plastic lanyards, pompoms, and hot glue to decorate their wands. Each child employed a different approach to adding decoration. Some worked fast, so play with the wands could begin sooner, while other children examined and experimented with the materials to create their wand. The entire wand creation process lasted three days. The children worked together in small groups sharing ideas and helping each other. Then it was time to play! 

I am never sure how long a new interest will engage the children. Some projects are short and intense. Other projects last longer and evolve into something more significant than we imagine. The important part is that the children's interests drive the work, and the educators come along for the journey.

For the past two weeks, the children have been running, hiding, and casting spells on the playground every day. The number of participants in this play grew as new children created wands and joined the spell casting experience. 

We are a month in, and spell casting is still a popular choice for many children. The play is going strong, and the children use their wands daily. The wands are beautiful and durable, holding up to the children's adventures. I am enjoying observing the children. They are happy and engaged with something they envisioned and created.

One day the fun of spell casting will end. The memories we created as we worked together on a common interest will never fade. New ideas and projects filled with possibilities are coming soon, and I can't wait to get started.

What I learned from this experience may benefit your learning community.

In school-age care, a teacher-created curriculum is not necessary. We have the opportunity to follow the children and create projects together. Being responsive to the children's interests is our guidepost to the present and future of our work together.

We have a daily opportunity to work alongside the children. Together we can explore their interests and ideas. We can be passive about this opportunity or go on an adventure to the unknown and see what happens. 

The actions and words of children give us clues about their interests. They provide the direction our explorations will go.