I still have it – a spontaneous gift given to me several years ago by a 4-year-old child. I had been working with a group of kindergarten children who were painting a bouquet of wildflowers on one side or the room, when this young boy walked across the room to hand me a crumpled piece of paper.
“It’s for you,” His voice and eyes conveyed excitement. Clearly, he was anticipating a positive reaction. But I wasn’t quite sure what I was holding. I looked carefully. Still unsure, I asked him to tell me about it.
“It’s a golden snitch!”
The penny dropped. This was a big deal! He had just re-created the fastest ball Harry Potter sought in the game of Quidditch. It was magical! The golden snitch required seekers in the game to observe carefully, and to be persistent, patient and wise in responding and reacting to its moves.
I was tempted to try it out and see how fast this paper snitch could fly in the classroom … but instead I thanked him and told him I would always treasure having this golden snitch.
I don’t know why this child gifted me his golden snitch. I hope that it was because he saw me as someone who would appreciate his imagination, his thinking, and his thoughtfulness.
I don’t imagine this child has any recollection of giving me the golden snitch today but that crumpled piece of paper still reminds me of the multiplicity of ways educators and children create new meanings and discover unexpected joys together in the everyday moments.
His golden snitch has become a tangible reminder to me to seek ways of observing children closely, and of being persistent, patient and wise in responding and engaging with them in the playful moments, the quiet moments, the struggling moments, the celebratory moments, and in those moments of investigation and wonder each and every day.
Reflection
Many children spontaneously gift adults in their lives with artistic expressions of ideas, emotions, or newly acquired skills. Recall a time when a child gave you a piece of artwork.
- Why do you think that child wanted to gift it to you? (e.g. for approval, to strengthen your relationship, to engage you in play, to share a meaningful discovery, etc.)
- Does your perception of the child’s motivation influence your response to them when they gift it?
- Do your values about what is important in early learning programs impact the meaning your attribute to the art that has been gifted to you? Why or why not? If yes, how?