Making Comics

One of the children asked where to find a pencil. It was an interesting question because, in our program, pencils are always available. The child said they were looking for "a great pencil" to do their work.

After finding the "great pencil," the child asked if I would like to see their previous work. "That would be great," I replied as I wondered what the work could be. The child said they were creating comic books and shared two of them made from copy paper.

In each comic book, there were pencil drawings and printed words. The child asked if I would like to hear them read the comic book. "Yes," I replied as the child opened the book to the first page. As the child opened the book, I noticed a written dedication to a famous comic book creator. I asked about the dedication. The child said the creator was their inspiration for making comic books. Seeing the comic book and hearing the child talk about their work and thought processes was engaging. 

The child started reading the comic book, paused to highlight specific drawings on each page, and explained their process for creating the story. After the reading was complete, the child said they would start work on another book. The child explained this is why they needed to choose a perfect pencil. Within a few seconds, the child changed focus and started to draw new characters for the next book.

Our interaction was short but essential. It was an opportunity for an educator to connect with a child and build trust. Making connections with children build the bonds that form the learning community. Working with children is a process of inquiry and communication. This type of interaction happens over and over during a school year. Small classroom interactions are an essential part of learning together. When children share ideas in our work together, educators need to listen. These are the moments that define our connections within the learning community. 

As educators, we are often unaware of why children ask us questions. In the classroom, our role is a co-learner. Our work is to be mindful of each moment and pick up the subtle clues of what problem the child is trying to solve.

When children invite us to be part of their work and play, we have an opportunity to share new ideas, observe the implementation, and listen as they think through the learning journey.

Sharing work is not always a priority for school-age children. Children often keep their deepest thoughts about work and life concealed to protect themselves from feedback generated by peers and adults.