Geometric Stripes

A child was sitting at the table focused on their work. I walked over to observe. The child was drawing lines at different angles using a half sheet of paper, a ruler, and a pen. When I asked what they were working on, the child said, "I am creating my project." I asked, "Could you teach me how to make it? I want to try it." The child said, "Sure, you need a piece of paper." 

It is wonderful to see children utilize tools and techniques from previous explorations to create new work. Often, creative work initiated by one child motivates other children to join in the creative process. As I started to work with one child, other children came to inquire about the project and started creating geometric designs of their own.

With paper in hand, I realized I needed a ruler. I asked another child to find me a ruler, and I searched for a pen to begin my design. The project involved using the ruler to draw random lines on paper at different angles. Repeating this action created a series of geometric shapes on the paper. 

As I started drawing lines with my pen and ruler, I wondered if my choice to participate in the work influenced the children's experience. When working with school-age children, there is a delicate balance between collaborating and interfering in the children's work. I want to connect with the children, which happens as we work and play together. I need to be aware of how my involvement influences their work and step away if necessary so that the children can make discoveries on their own.

The next step involved choosing a marker and outlining one shape on the page. The child instructed me to select a different color marker and trace the same shape, moving inward as I traced. I repeated the process over and over, using different colors. 

The coloring process was simple. As other children joined the project, the child who started the project could guide others. As more children came to see what we were doing, I stepped away so the child could be the project leader. After the children went home for the day, I finished my drawing before heading home.

The geometric stripe project is an excellent example of the collaboration between children in a school-age program. Having an extensive age range of children is often viewed as a challenge for school-age educators. It is vital in school-age care to invite older children to become leaders in the learning community. Guiding younger children enhances the afterschool experience for older children. Working together enhances the experience of all the children and nurtures the learning community.