UNL Virtual Lecture Series - Speaking Topic: Dr. Sheila Williams Ridge
Holly Hatton
Author
04/10/2024
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7
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Description
Dr. Sheila Williams Ridge
Sheila Williams Ridge is the Director of the University of Minnesota Child Development Laboratory
School. She has an EdD in Education Leadership, an MA in Education, and a BA in Biology. Sheila
teaches courses at the University of Minnesota and Hamline University including Nature-Based
Learning in Early Childhood, A Sense of Wonder, Equity and Inclusion in Environmental Education,
and Student Teaching Seminar in Early Childhood. She is also co-author of the book, Nature-Based
Learning for Young Children: Anytime, Anywhere, on Any Budget, published by Redleaf Press, and
several other publications on nature-based learning. She is passionate about encouraging naturebased play and the lasting developmental benefits of a relationship between children and nature.
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- [00:00:00.210]So much, I'll turn it over to Julia then
- [00:00:02.123]because I think she's gonna be doing your introduction,
- [00:00:05.040]and thank you so much again.
- [00:00:08.370]Yes, we are very excited
- [00:00:10.200]to have Dr. Sheila Williams Ridge with us today.
- [00:00:12.540]And I think one of the fantastic things
- [00:00:15.660]about having you as a speaker, Sheila,
- [00:00:17.730]is that you have experienced this
- [00:00:20.490]and seen it from so many different perspectives
- [00:00:22.560]and so many different roles.
- [00:00:23.850]So I first met Sheila
- [00:00:26.700]when we were working on the Guidelines for Excellence
- [00:00:29.161]in Early Childhood Education
- [00:00:30.930]for the North American Association
- [00:00:32.820]for Environmental Education.
- [00:00:33.870]That was at the Arbor Day Farm, too.
- [00:00:37.470]And so Sheila brings a lot of lived experience
- [00:00:42.240]actually implementing in nature with children.
- [00:00:45.870]But she is currently the director
- [00:00:47.760]of the University of Minnesota
- [00:00:49.020]Child Development Laboratory School
- [00:00:51.540]and has an EDD in education leadership
- [00:00:54.390]and MA in education
- [00:00:55.830]and a BA in biology.
- [00:00:57.690]And so she also has the research
- [00:01:00.150]and teaching perspective on it as well.
- [00:01:03.300]Currently, she is teaching courses
- [00:01:06.180]at the University of Minnesota and Hamlin University,
- [00:01:09.390]including nature-based learning in early childhood,
- [00:01:12.240]a sense of wonder,
- [00:01:13.530]equity and inclusion and environmental education,
- [00:01:16.020]and student teaching seminar in early childhood.
- [00:01:18.540]So really bridging the fields of early childhood education
- [00:01:21.990]and environmental education.
- [00:01:24.540]Sheila's also the co-author of the book,
- [00:01:26.557]"Nature-Based Learning for Young Children:
- [00:01:28.830]Anytime, Anywhere, on Any Budget".
- [00:01:32.040]And I love that
- [00:01:33.150]because nature should be free and available to everyone.
- [00:01:36.660]So please join me in welcoming Sheila Williams Ridge.
- [00:01:41.430]Thank you so much for having me today.
- [00:01:43.440]And that is a really nice intro.
- [00:01:45.960]It's really nice to be here with you
- [00:01:47.640]and I'm excited to share
- [00:01:49.260]something I wasn't sure what to share exactly.
- [00:01:51.750]And I was talking with Matt and I said,
- [00:01:53.317]"I'm just gonna share something
- [00:01:54.300]that I don't normally talk about,"
- [00:01:55.740]which you actually led directly into,
- [00:01:58.350]which is about the materials that we choose
- [00:02:00.690]and how we support young children
- [00:02:03.090]and pre-service and early teachers
- [00:02:05.940]in kind of figuring out what materials they need
- [00:02:08.760]to be able to support this work
- [00:02:10.140]and how do we make those decisions,
- [00:02:11.700]'cause they're sometimes really complicated.
- [00:02:13.350]So I'll go ahead and share my screen.
- [00:02:16.020]I'll just take a second.
- [00:02:17.940]It's a PowerPoint so I have to share.
- [00:02:22.770]Okay, how's that?
- [00:02:24.390]Can everyone see that pretty well?
- [00:02:26.220]Okay, great.
- [00:02:27.660]So I really,
- [00:02:30.540]I'm just really excited.
- [00:02:31.530]I love talking about what we are doing,
- [00:02:34.380]what we have done, what we can do better,
- [00:02:36.300]what we can learn from what we've done before.
- [00:02:38.610]And I hope that we'll have time,
- [00:02:40.320]you know, lots of time at the end
- [00:02:41.850]for you to share your perspectives
- [00:02:43.798]when we think about kind, oops, sorry.
- [00:02:47.670]I'm also at work,
- [00:02:49.170]and so sometimes there'll be a radio in the background
- [00:02:51.690]popping up.
- [00:02:53.070]Like Julia said,
- [00:02:54.150]I'm the director of a early childhood program
- [00:02:57.420]where we also have our pre-service teachers.
- [00:03:00.120]And so we have about 35 regular staff here.
- [00:03:04.500]And then we have about 70 student employees.
- [00:03:07.440]And then we have about, at any given day,
- [00:03:10.770]10 to 30 students who are here learning
- [00:03:14.340]as either practicum students,
- [00:03:15.840]as student teachers, as observers,
- [00:03:19.200]or as researchers.
- [00:03:20.250]And right now we have six studies going on
- [00:03:22.328]throughout the building.
- [00:03:23.370]So it is a very, very busy space.
- [00:03:26.220]And so anyway, occasionally you'll hear the radio go off
- [00:03:29.273]in case there's something that someone needs me for.
- [00:03:31.848]But thinking about kind of how we help people plan for these
- [00:03:36.480]in a really intentional way
- [00:03:38.700]is something that I think deeply about
- [00:03:41.130]when we're thinking about our decision.
- [00:03:42.540]So this is a picture of me
- [00:03:44.460]in my happy place.
- [00:03:45.720]I love being outside.
- [00:03:46.830]I love trees, I love flowers.
- [00:03:48.420]I love vegetables.
- [00:03:50.220]I do a lot of planting.
- [00:03:51.415]But one of the things that I really believe in
- [00:03:54.090]is community work.
- [00:03:55.129]And I think topic webs
- [00:03:57.600]and doing webbing activities in community with each other
- [00:04:00.900]is such a great way for us to think about
- [00:04:03.420]how do we come into with community?
- [00:04:05.760]How do we bring diverse ideas?
- [00:04:07.500]How do we support lots of different children?
- [00:04:10.500]But we're also talking about the things that we need,
- [00:04:12.810]like what do the adults need to do in the space
- [00:04:15.450]to support children's learning?
- [00:04:16.830]I'm a very child directed teacher
- [00:04:19.680]and actually one of my jobs today
- [00:04:21.780]is I'm teaching a class
- [00:04:23.460]for someone that's on paternity leave
- [00:04:25.560]and it's windy today.
- [00:04:27.240]So I had to go and gather materials for kite making,
- [00:04:31.560]because we'll spend our day outside.
- [00:04:33.990]We may come in for snack in the afternoon
- [00:04:37.980]because if it's so windy that it's blowing their food away,
- [00:04:41.400]I will come in.
- [00:04:42.300]But most of the time I don't.
- [00:04:43.800]I don't plan anything for indoor spaces.
- [00:04:46.890]It's all for outside.
- [00:04:47.790]So when I'm thinking about those materials,
- [00:04:50.190]it's all, you know, recycled.
- [00:04:52.650]But also thinking about, okay,
- [00:04:54.300]if we're gonna be punching holes in paper,
- [00:04:55.890]what kind of paper would be compostable outside,
- [00:04:59.250]like thinking through all of these things.
- [00:05:00.840]But I think doing that in community
- [00:05:02.430]really gives you more richness
- [00:05:04.500]when you're thinking about
- [00:05:06.090]how can I support children's learning
- [00:05:08.820]and also be really,
- [00:05:13.290]thoughtful about the different perspectives
- [00:05:15.720]that people may bring.
- [00:05:16.687]So anyway, this is one of my examples.
- [00:05:18.810]We do so much webbing,
- [00:05:19.920]and sometimes just in a random room,
- [00:05:21.990]there'll just be a huge piece of paper.
- [00:05:24.090]And on one side,
- [00:05:24.923]it'll have like something that the children did.
- [00:05:26.490]On the other side, it'll have a topic web
- [00:05:28.410]that we've worked on as a group together.
- [00:05:30.791]So I'm gonna dig into resources
- [00:05:33.660]and what are we using and how are we using it?
- [00:05:36.390]What are the resources we use in early childhood?
- [00:05:39.540]Which ones are really limited?
- [00:05:40.890]Why are they limited?
- [00:05:41.850]And I'm gonna go over this pretty quickly,
- [00:05:43.470]but since it's gonna be recorded,
- [00:05:46.110]if teachers who are new to the field are watching,
- [00:05:49.500]I'd love to be able to support
- [00:05:50.970]their kind of development of this idea.
- [00:05:54.480]So just talking about like what are resources,
- [00:05:56.820]this the kind of general definition,
- [00:06:01.380]sorry, I'm gonna go turn that radio off.
- [00:06:03.900]I think that they can handle it.
- [00:06:18.060]Alright, sorry about that.
- [00:06:19.110]If there's a real emergency, they'll find me.
- [00:06:21.510]So for, you know, any of the supplies that we need
- [00:06:25.560]for books, handouts, toys, art material, sensory materials,
- [00:06:29.250]whatever you use in your space,
- [00:06:31.260]those are the resources that we're talking about.
- [00:06:33.360]Anything that you need,
- [00:06:34.620]you can see in this picture, right?
- [00:06:36.330]These small rocks,
- [00:06:37.530]this is in a sort of river bed
- [00:06:39.734]that the children are working on replenishing.
- [00:06:42.990]And so we brought in some new rocks
- [00:06:44.400]and they're talking about those.
- [00:06:45.300]But whatever your materials are in your space,
- [00:06:48.060]those are the things that we're talking.
- [00:06:56.490]Sorry, sorry, I was muted.
- [00:06:59.670]Okay, should I go back to the last slide?
- [00:07:05.370]It was just a few seconds.
- [00:07:06.810]Oh, okay, great.
- [00:07:07.643]It must've been when I was clicking the next slide, okay.
- [00:07:10.350]So some of the resources that are limited,
- [00:07:13.020]we call like precious resources or limited resources,
- [00:07:15.900]things like fresh water, trees.
- [00:07:18.450]But we also think about things like oil.
- [00:07:20.580]Right now, with what electric cars will need for batteries.
- [00:07:24.780]We think about some of the metals that we need
- [00:07:27.960]to build those types of things.
- [00:07:30.840]So those are going to be more limited
- [00:07:33.060]because we are using them
- [00:07:34.470]faster than the earth can produce them.
- [00:07:36.780]Or so many of ours are going,
- [00:07:39.060]being single used
- [00:07:40.260]and going into the waste stream
- [00:07:41.760]and not being kind of reentered into the cycle in time
- [00:07:46.410]for us to use them again.
- [00:07:47.520]So those are kind of the things that I'm talking about
- [00:07:49.950]when I'm thinking about limited resources.
- [00:07:51.930]But we also really want to think
- [00:07:53.070]about what are renewable resources
- [00:07:54.900]and how can we lean into more of those things.
- [00:07:56.730]So things such as fast growing plants,
- [00:07:59.340]power from the sun or the wind,
- [00:08:03.090]things that we can grow in our own spaces
- [00:08:05.550]and that we can cultivate.
- [00:08:06.930]One of the things that is always listed
- [00:08:09.150]on a fast growing plant is bamboo.
- [00:08:10.980]And I don't know if any of you have like those bamboo things
- [00:08:13.770]in your house,
- [00:08:14.700]but they don't grow at all.
- [00:08:16.560]But the ones that I've seen in forests, they're huge.
- [00:08:20.310]So I think that in some places,
- [00:08:22.320]when they have the right temperature,
- [00:08:25.980]they can grow really well.
- [00:08:27.150]But I haven't gotten any bamboo to grow really well.
- [00:08:30.270]But we wanna think about what are the resources
- [00:08:33.090]that can be renewable.
- [00:08:34.410]And then what is our role?
- [00:08:35.937]What is our role in environmental literacy,
- [00:08:38.820]in both economic and environmental sustainability?
- [00:08:42.390]And also the links to human health,
- [00:08:43.860]especially because we're working with very young children,
- [00:08:46.500]we wanna think about what are the things
- [00:08:48.750]that we're exposing them to
- [00:08:50.160]and how can we create these healthy spaces
- [00:08:53.010]for children to thrive.
- [00:08:55.860]So I'm just gonna talk about a couple of common materials.
- [00:09:00.300]And you know, when we think about single use,
- [00:09:02.250]once we're done with it,
- [00:09:03.930]does it go into the waste stream?
- [00:09:05.340]So a landfill, is it recyclable?
- [00:09:07.530]And can we use it again for something different?
- [00:09:09.600]Or is it compostable at the end
- [00:09:12.780]of the time that we use it that time.
- [00:09:15.990]Long use material's the same thing.
- [00:09:17.970]After it's done, does it go into waste?
- [00:09:20.550]Does it be recycled?
- [00:09:21.900]Or can it be recycled or is it compostable?
- [00:09:24.870]And then some of the single use things that are very limited
- [00:09:29.880]or not renewable resources in some ways
- [00:09:34.290]are construction paper.
- [00:09:35.670]And it really depends on where you're buying it.
- [00:09:37.620]And if you're buying paper
- [00:09:39.510]that's made from recycled materials or not,
- [00:09:41.820]paint, stickers, glitter, glue, Play-Doh,
- [00:09:45.600]those sorts of things
- [00:09:47.640]are really kind of single use.
- [00:09:50.160]You really only get one shot with those.
- [00:09:52.590]I suggest never using glitter,
- [00:09:54.450]but I know that it is in the world
- [00:09:56.760]and a lot of people use it for a lot of different things.
- [00:09:59.910]And then the next one is some of our long-term materials.
- [00:10:04.290]So blocks and puzzles and books.
- [00:10:07.680]Many of the toys that we use in the space
- [00:10:10.230]will be considered long use curriculum materials.
- [00:10:13.290]So clay, we can use over and over again
- [00:10:17.640]as long as we keep it pretty well.
- [00:10:19.530]Our playground materials,
- [00:10:20.610]you can see in this picture the sleds,
- [00:10:22.620]they get used many, many times over.
- [00:10:27.750]But then we think about,
- [00:10:28.860]can it be reused, recycled, or composted?
- [00:10:30.960]So I would love just for everyone
- [00:10:32.940]to think about their go-to like curriculum item.
- [00:10:38.040]For me this year,
- [00:10:39.030]I would choose the sled, this picture.
- [00:10:40.913]We didn't get a chance to use very many sleds.
- [00:10:44.040]Minnesota did not have much snow this year.
- [00:10:47.220]So we've been using them a lot
- [00:10:50.040]just over the last couple of weeks.
- [00:10:51.960]And so in my mind I'm thinking about,
- [00:10:54.247]"Oh, like we are using sleds a lot,
- [00:10:57.238]but there's not a lot of snow."
- [00:10:59.220]They break more often
- [00:11:02.280]'cause they're running into the ground,
- [00:11:03.990]but also they're long-term use,
- [00:11:06.963]but they can't be recycled or reused
- [00:11:10.350]at the end of their life cycle.
- [00:11:11.970]So what can we purchase better in the future
- [00:11:14.790]is something that I've been thinking about.
- [00:11:15.990]So just keep in mind a material
- [00:11:18.660]that you would consider like your go-to.
- [00:11:21.090]For some people, it might be a book or a puzzle.
- [00:11:23.460]And then we'll come back to that
- [00:11:24.600]and think about a little bit more at the end.
- [00:11:27.510]The other thing,
- [00:11:28.350]in addition to the kind of sustainability
- [00:11:32.610]on environmental or economic,
- [00:11:34.890]are the cultural considerations.
- [00:11:36.420]And there's a great article from 2009
- [00:11:39.600]called "Rice, Rice, Rice in the Bin."
- [00:11:41.610]And it is about how so many programs use food
- [00:11:45.780]as a play material.
- [00:11:47.640]And I just wanna talk for a few minutes about the impact
- [00:11:51.002]of children and families seeing food as play material,
- [00:11:54.690]especially in communities
- [00:11:55.830]where they may be experiencing food insecurity
- [00:11:58.435]or where they are living in poverty situations
- [00:12:03.450]or where they don't have access to food.
- [00:12:06.691]So one of the kind of foundations
- [00:12:09.720]that we use for a lot of things
- [00:12:11.100]is the NAYC Code of Ethical Conduct.
- [00:12:14.130]And this is just excerpt from it,
- [00:12:17.520]but really thinking about how culture around materials
- [00:12:20.910]aligns with that Code of Conduct
- [00:12:22.560]and our Statement of Commitment to young children.
- [00:12:24.900]We wanna make sure that we are resolving
- [00:12:26.970]any of these ethical dilemmas
- [00:12:29.850]in consideration of the young children
- [00:12:31.560]and families that we're working with.
- [00:12:32.910]And so thinking about,
- [00:12:34.230]kind of the moral and ethical implications
- [00:12:36.891]of something like using food as a play material.
- [00:12:42.510]So these are a couple of excerpts
- [00:12:43.980]that I think really match into materials use.
- [00:12:48.240]So we wanna create these safe and healthy settings
- [00:12:51.450]that foster children's social, emotional, cognitive,
- [00:12:53.820]and physical development,
- [00:12:54.990]and that respect their dignity and their contributions.
- [00:12:57.630]And I think this is such an important one
- [00:12:58.643]when we're thinking about food and food insecurity
- [00:13:02.370]and what does food mean to the lives of young children
- [00:13:05.070]and to families
- [00:13:06.330]and how we talk about it, right?
- [00:13:07.740]When we are planting in the garden,
- [00:13:09.270]we're talking about being really intentional
- [00:13:11.880]with growing food
- [00:13:12.930]and with being careful with our resources
- [00:13:15.960]and growing something with care.
- [00:13:17.880]And then on the other hand,
- [00:13:18.900]we may have these play materials that we're using
- [00:13:21.120]in a way that, you know,
- [00:13:22.290]what happens to them when they're done.
- [00:13:23.490]We'll talk about that a little bit more.
- [00:13:26.550]Not participating in practices
- [00:13:28.140]that are emotionally damaging or disrespectful
- [00:13:30.840]or degrading, those things.
- [00:13:32.970]And then positive emotional and social environments.
- [00:13:36.511]So we really wanna consider how this might impact
- [00:13:40.170]or does impact the families that we care for.
- [00:13:43.050]So I would love all of you to consider
- [00:13:46.800]some of these materials.
- [00:13:47.730]How do you identify materials
- [00:13:49.260]that may feel insensitive to different individuals?
- [00:13:51.480]So like food in the sensory table
- [00:13:52.980]or art materials that include common food,
- [00:13:55.890]especially if children can identify it as food,
- [00:13:58.440]like macaroni or beans.
- [00:14:00.840]We do have some tapioca pearls
- [00:14:03.390]that our infant classroom has used in the past
- [00:14:07.170]thinking about like,
- [00:14:08.460]one, they won't know that that's food,
- [00:14:10.110]but it does make it really safe.
- [00:14:11.490]And we're gonna talk about how complex all of this is
- [00:14:14.158]in just a minute, too.
- [00:14:16.020]'Cause there's no one easy answer to any of this.
- [00:14:20.310]But there are also other things
- [00:14:21.570]when you're thinking about materials.
- [00:14:22.920]So you know, books that represent
- [00:14:24.780]only one race or ethnicity of children
- [00:14:27.870]or dolls of only one skin color or one gender
- [00:14:31.290]or books that represent only one kind of family structure.
- [00:14:35.160]So you can enter into the chat
- [00:14:37.590]if there are other ways that you identify materials
- [00:14:41.310]that might feel insensitive to different individuals.
- [00:14:45.270]You can type it in there
- [00:14:47.130]if there's something that you really think about.
- [00:14:51.240]I'll give you a second.
- [00:15:03.000]Alright, you can keep thinking about it.
- [00:15:04.650]I'm gonna go on to the next slide.
- [00:15:08.220]People online could pause for a moment if they wanted to.
- [00:15:11.940]So when we're thinking about these materials
- [00:15:13.830]for the classroom,
- [00:15:14.790]the North American Association for Environmental Ed
- [00:15:17.640]that Julia mentioned at the beginning
- [00:15:19.170]also has a Materials Guideline for Excellence that they use.
- [00:15:23.370]So I most often use the early childhood one,
- [00:15:26.189]but the materials guidelines actually has some topics
- [00:15:31.260]that you might want to consider
- [00:15:32.820]when you're thinking about choosing materials.
- [00:15:35.220]And so thinking about like the materials
- [00:15:37.770]and if they're accurate, inclusive.
- [00:15:39.000]So choosing things that are truthful to children,
- [00:15:42.420]that aren't misleading,
- [00:15:44.160]that you can talk about processes and challenges,
- [00:15:47.190]and that reflect diverse perspectives
- [00:15:50.070]and how children can consider that.
- [00:15:51.480]So when we're thinking about like the book example
- [00:15:54.480]that I shared a moment ago,
- [00:15:55.620]if there are only, you know,
- [00:15:57.003]one family structure in all the books in your classroom,
- [00:16:00.690]how can you engage with more diverse perspectives
- [00:16:04.170]on who are in families or what families look like?
- [00:16:08.400]The next one is, oh, fun.
- [00:16:10.620]I just saw the Drag Queen story hour.
- [00:16:14.250]Those are great.
- [00:16:15.083]Our libraries do some of those.
- [00:16:16.230]And that is a really wonderful way to, right,
- [00:16:18.540]bring in those different perspectives.
- [00:16:21.660]And then instructional effectiveness, right?
- [00:16:23.220]You wanna think about the materials that you're bringing in
- [00:16:26.160]as an important part of your curriculum.
- [00:16:29.550]How do you show how thoughtful you are being as an educator
- [00:16:33.900]through the things that you're bringing in?
- [00:16:35.100]And so this instructional effectiveness really goes to that,
- [00:16:37.350]like things that are culturally responsive,
- [00:16:39.930]that are inclusive for all learners,
- [00:16:42.120]and that are effective.
- [00:16:43.435]And so if you, you know,
- [00:16:45.090]bring in a great place to order things
- [00:16:49.110]and if you find a good place,
- [00:16:50.490]like how do you share that with other people
- [00:16:52.170]so that you know what's effective?
- [00:16:54.840]And that the materials are well designed and easy to use.
- [00:16:58.020]And I think in early childhood,
- [00:16:59.430]that is key.
- [00:17:00.420]Because we want things
- [00:17:01.680]that are going to last for a long time,
- [00:17:03.630]but we also wanna think about
- [00:17:04.830]the life cycle of those items and how we can use those.
- [00:17:08.940]So I put a link here
- [00:17:11.190]and I can put it in the chat later to the guidelines
- [00:17:14.550]or you can go to naaee.org
- [00:17:18.150]and you can pull up the materials guidelines there
- [00:17:20.970]someone else chaired.
- [00:17:22.230]Oh yes, maps that only depict,
- [00:17:24.240]yeah, some parts of the globe
- [00:17:26.120]or adhere to the borders of only one culture.
- [00:17:28.920]I was actually looking,
- [00:17:30.450]I was watching old movie
- [00:17:32.160]and it showed some of the places
- [00:17:34.085]and how they were named before.
- [00:17:35.850]And thinking about, right,
- [00:17:37.500]like how maps are used
- [00:17:40.020]for us to really understand our current world
- [00:17:42.490]and the state of the world
- [00:17:44.010]and how people feel in different places.
- [00:17:46.620]So I wanna go back to that item
- [00:17:49.560]that you were thinking about.
- [00:17:51.330]And if this item,
- [00:17:52.980]did you like carefully think about the purchase of it?
- [00:17:56.190]Or did you have to purchase it at all?
- [00:17:57.840]Is it something that came free outside?
- [00:18:00.750]Or was it already provided by the program?
- [00:18:02.610]Like the sled,
- [00:18:03.443]it was already here when I got here.
- [00:18:04.610]That sled's probably been here for 20 years or so.
- [00:18:08.970]I've been here for 14 years.
- [00:18:12.300]So did we find it at a good price?
- [00:18:14.100]Was it a gift?
- [00:18:14.933]Like how do these materials come into our lives
- [00:18:17.014]and also how can we be really thoughtful about this?
- [00:18:20.040]So in zero waste principles,
- [00:18:23.460]the first guideline is refuse or rethink,
- [00:18:26.610]depending on whose zero waste guidelines you follow.
- [00:18:30.060]And it is really thinking about,
- [00:18:31.620]one, do I need this material?
- [00:18:33.450]And also, you know,
- [00:18:37.050]if I need this material, do I need to purchase it?
- [00:18:40.050]Or is it something that I can borrow?
- [00:18:41.670]Is it something that I can share with someone else?
- [00:18:46.350]So when we're thinking about the early childhood classroom,
- [00:18:49.050]we also wanna think about the effectiveness of the material.
- [00:18:53.667]And so like in the NAAEE guidelines,
- [00:18:56.940]talking about that effectiveness,
- [00:18:58.170]does it help children connect with their peers
- [00:19:00.720]or their community?
- [00:19:01.830]Does it help them learn an important concept?
- [00:19:03.810]Does it broaden their viewpoint on the world?
- [00:19:06.780]Does it help them experience a joyful learning experience?
- [00:19:11.550]How does it reflect on their families with respect?
- [00:19:14.130]So I try and think about all of these things
- [00:19:16.890]before I'm purchasing,
- [00:19:18.510]which makes purchasing take a really long time.
- [00:19:21.570]And also we have a going list of things
- [00:19:24.360]that go out to teachers
- [00:19:25.860]and there's a little rubric
- [00:19:29.400]so teachers can kind of fill out this Google doc
- [00:19:33.180]with what they want.
- [00:19:34.530]But it asks these questions,
- [00:19:36.150]does it help children connect with their community?
- [00:19:38.919]Does it meet our environmental standards?
- [00:19:41.163]Is it compostable, reusable, or recyclable?
- [00:19:45.030]So we are trying to move towards a policy
- [00:19:47.100]where most things can be
- [00:19:50.430]and how do we kind of get single use plastics
- [00:19:52.920]more out of our waste stream.
- [00:19:54.240]The kitchen is not loving the compostable plastic wrap,
- [00:20:00.060]but it's getting better and better.
- [00:20:02.400]So right now we're on foil.
- [00:20:03.690]That's a step in the right direction,
- [00:20:05.880]but we're thinking about these things
- [00:20:07.080]throughout our program.
- [00:20:08.040]So the things that children use,
- [00:20:09.570]the things that we use,
- [00:20:10.860]the things that our kitchen uses,
- [00:20:12.570]how do we do these things thoughtfully
- [00:20:14.370]throughout our spaces?
- [00:20:17.670]So we also have to really strike this balance,
- [00:20:20.370]right, as people.
- [00:20:22.470]You know, I mentioned some of the things earlier.
- [00:20:25.488]So one of the thing you can see in this picture,
- [00:20:28.410]the children are outside
- [00:20:29.340]and they're painting this box,
- [00:20:30.537]and we could bring easel paper outside.
- [00:20:34.890]But when we're thinking about what can we do,
- [00:20:37.230]we always wanna think about safety, cost,
- [00:20:40.410]respect for children and families,
- [00:20:42.030]availability, the sustainability,
- [00:20:44.340]environmental sustainability,
- [00:20:45.917]and the play value.
- [00:20:47.670]And so when we think about a box,
- [00:20:49.620]in some ways, well, it's very safe.
- [00:20:51.990]The cost is free.
- [00:20:53.398]It is very respectful
- [00:20:55.560]because everybody has boxes that they can bring
- [00:20:58.590]and feel a part of the community.
- [00:21:00.390]They're pretty widely available.
- [00:21:02.010]If you put on your list
- [00:21:03.258]that you would like someone to bring in
- [00:21:05.280]a couple boxes for you,
- [00:21:06.690]you get a lot.
- [00:21:07.523]And I feel like in our world of getting things delivered,
- [00:21:10.440]it's even easier.
- [00:21:11.610]It's more easy than it's ever been to get boxes delivered.
- [00:21:14.880]And I just got a new dryer not too long ago
- [00:21:18.390]and I brought the box and it makes children very happy
- [00:21:20.550]when we bring in these big boxes.
- [00:21:22.860]So widely available.
- [00:21:24.750]Sustainable, that they are getting a good use.
- [00:21:26.640]But we do think about what paint we're putting on them
- [00:21:28.740]and will it still be recyclable?
- [00:21:30.090]So this is paint that we can make.
- [00:21:32.340]We have been trying to make some of our own paints
- [00:21:34.980]just using, you know,
- [00:21:37.350]air root and some food coloring
- [00:21:42.776]or watercolor.
- [00:21:43.650]So thinking about how we can do that
- [00:21:45.137]'cause we still wanna be able to recycle these things.
- [00:21:47.610]And then the play value.
- [00:21:48.900]Of course, in some ways,
- [00:21:50.430]this has much more play value than easel paper would
- [00:21:53.190]because children are,
- [00:21:54.780]this is starting to become part of their play theme
- [00:21:57.600]in the classroom
- [00:21:58.433]and they're creating houses or creating spaces
- [00:22:00.299]where they can be together
- [00:22:02.100]and do different things.
- [00:22:03.420]So I just wanna go through that one,
- [00:22:07.230]and then we're gonna talk a little bit about this example.
- [00:22:10.770]And so I welcome you
- [00:22:12.300]to put any ideas in the chat.
- [00:22:18.060]But a lot of programs use rice or beans or pasta
- [00:22:22.290]in a sensory table.
- [00:22:24.150]But we don't,
- [00:22:24.983]so I did not have a picture of it.
- [00:22:26.220]This is snow.
- [00:22:27.053]We can talk about snow, too.
- [00:22:31.200]So we'll just say that it's rice and think about that.
- [00:22:33.840]So is rice safe for children to interact with generally?
- [00:22:37.740]I mean, we don't want them eating raw rice
- [00:22:39.990]or any raw beans are not safe at all.
- [00:22:43.860]There can be some very serious health implications
- [00:22:46.530]for children eating raw beans
- [00:22:47.790]or anyone eating raw or undercooked beans
- [00:22:50.550]can be pretty uncomfortable
- [00:22:53.430]and potentially serious things.
- [00:22:56.340]So you do not want children eating raw beans.
- [00:22:59.070]Raw pasta also can, you know,
- [00:23:01.950]can contain some hazards.
- [00:23:04.920]Pasta should always be cooked.
- [00:23:07.410]Rice isn't great raw,
- [00:23:09.630]but people also use things like potatoes for like printing,
- [00:23:13.890]or peppers I've seen,
- [00:23:16.740]or apples where people make prints of them.
- [00:23:19.407]And so there are other food items
- [00:23:21.090]that get used in these ways.
- [00:23:22.320]But generally, they're pretty safe.
- [00:23:24.666]The cost, usually pretty good,
- [00:23:26.970]especially if you're thinking about rice in particular.
- [00:23:30.120]You can buy, you know,
- [00:23:31.260]a 40 pound bag of rice for a pretty good cost.
- [00:23:34.170]It's not very expensive.
- [00:23:35.940]Respect for children and families,
- [00:23:37.200]that's where it could be really hard,
- [00:23:38.430]especially if you have children who are experiencing
- [00:23:41.010]food insecurity and, you know,
- [00:23:43.770]maybe that's all they have to eat is beans and rice.
- [00:23:47.460]I had a lot of beans and rice growing up.
- [00:23:49.590]It's still a food that I love,
- [00:23:52.020]but I would've been uncomfortable as a child
- [00:23:55.620]seeing rice being played with in that way,
- [00:23:59.310]and especially things
- [00:24:01.050]that children easily recognize as food, like pasta.
- [00:24:04.440]And so, you know, when there are children that,
- [00:24:06.667]you know, people have shared,
- [00:24:08.340]like that they'll put some in their pocket
- [00:24:11.430]'cause they really like macaroni
- [00:24:12.690]but they don't get it at home very often.
- [00:24:14.340]And how does that help them feel?
- [00:24:16.470]How does that support their dignity?
- [00:24:17.880]How does that respect children and families?
- [00:24:21.480]But availability, it's really easy to get food.
- [00:24:24.660]You can really stop by any store, anywhere.
- [00:24:28.080]You can go to the corner store,
- [00:24:29.202]a dollar store, any department,
- [00:24:32.370]you know, big box store,
- [00:24:34.620]a grocery store.
- [00:24:35.910]And sustainability, it's usually really easily to compost.
- [00:24:40.920]It's a renewable material
- [00:24:43.650]so it does have those positives for it
- [00:24:46.440]and the play value is usually pretty good.
- [00:24:49.170]There's a lot of scooping and measuring and pouring
- [00:24:52.950]those kind of early, you know,
- [00:24:54.510]skills that children are learning,
- [00:24:55.860]especially around fine motor
- [00:24:58.050]can be pretty good for play value.
- [00:24:59.910]So I'm gonna let you weigh in
- [00:25:01.924]and you can share out loud
- [00:25:05.340]or you can share in the chat.
- [00:25:06.599]What are some of your feelings about using food
- [00:25:10.560]or a food material
- [00:25:13.680]as a play item?
- [00:25:17.220]I have a question, Sheila,
- [00:25:18.510]because you had listed Play-Doh as a single use.
- [00:25:23.520]If you make it yourself with flour,
- [00:25:27.060]it's compostable and it can be a multi-use.
- [00:25:31.200]It's safe because,
- [00:25:33.570]or it's safer even though, you know,
- [00:25:35.760]you can purchase Play-Doh that says non-toxic
- [00:25:38.250]if you have your own flour
- [00:25:39.930]and whatever you're doing with that.
- [00:25:42.450]So weighing all of those things,
- [00:25:47.850]do children recognize Play-Doh?
- [00:25:49.470]I mean if you're making it with them,
- [00:25:50.940]maybe they recognize flour as food,
- [00:25:53.340]so I don't know.
- [00:25:54.173]I'm interested in your thoughts about that.
- [00:25:56.070]Yeah, I think that that's a complicated one too.
- [00:25:57.870]And I think, so many times,
- [00:26:00.120]Play-Doh gets dried out and ends up being a very,
- [00:26:03.390]but it can be if you're making yourself
- [00:26:05.280]and if you keep it in a closed tight container,
- [00:26:09.390]you can get it to be used for a little while
- [00:26:12.038]before it starts to, you know, get too grumbly.
- [00:26:15.330]We do make our own Play-Doh here.
- [00:26:17.190]We end up using, which is really funny,
- [00:26:20.790]we end up using a gluten-free one
- [00:26:22.470]because we don't have,
- [00:26:24.930]because we have some airborne allergies
- [00:26:27.240]to gluten or to wheat.
- [00:26:29.790]But it is made with rice,
- [00:26:31.950]but the children don't make,
- [00:26:33.750]it's made with rice flour,
- [00:26:35.730]but right, the children don't recognize it as a food item.
- [00:26:39.330]And I think that some of it is about that, right?
- [00:26:41.880]Recognizing that it is compostable,
- [00:26:44.280]that it is, you know,
- [00:26:45.900]it is at easy cost,
- [00:26:47.400]it's safe for children.
- [00:26:48.570]There's so many things,
- [00:26:50.070]but also children aren't thinking about it as a food source.
- [00:26:52.794]It's not something that they would readily eat at home.
- [00:26:55.050]Especially when we add color
- [00:26:56.970]and we talk about, you know,
- [00:26:58.710]that it's made with, you know,
- [00:27:00.600]or it's made for play.
- [00:27:02.910]I think that there's a little bit of a difference there,
- [00:27:04.830]but I think it's a really good point.
- [00:27:10.710]Anyone else?
- [00:27:12.750]I was just gonna add.
- [00:27:14.610]So yeah, it does seem,
- [00:27:17.370]thank you for kind of addressing these issues
- [00:27:19.410]'cause it seems almost
- [00:27:24.000]cruel in some ways
- [00:27:25.260]to use something like rice
- [00:27:26.640]if you have children in your classroom that are hungry
- [00:27:30.600]and might not be able to have that
- [00:27:32.737]or a sufficient amount of sustenance at home.
- [00:27:36.330]So I think that's a really interesting perspective
- [00:27:40.020]that I don't think I would've ever thought of.
- [00:27:44.730]Yeah, when COVID first started
- [00:27:47.010]and they were talking about how many children,
- [00:27:50.700]their school is their primary source of food,
- [00:27:53.880]I mean that was shocking
- [00:27:55.620]to think about how many children like,
- [00:27:59.040]that school is the only place that they're getting
- [00:28:01.830]these kind of, you know, broad, healthy meals,
- [00:28:05.550]and what that looks like for them.
- [00:28:06.597]And so like what is our role as educators to support them
- [00:28:11.160]and especially, I think around dignity and respect.
- [00:28:16.380]Yeah, but your word cruel, right?
- [00:28:18.210]It can feel like that.
- [00:28:19.043]Like, "Nope, you can't eat this macaroni.
- [00:28:21.150]It's just for making necklaces."
- [00:28:22.800]And it's like, oh, that doesn't feel very good to any of us.
- [00:28:26.700]So, alright.
- [00:28:29.010]And so we use the example of like rice in the sensory table,
- [00:28:32.910]but like I said in this picture, it's snow.
- [00:28:36.025]And we've also used, you know, Play-Doh or white Play-Doh
- [00:28:40.020]in the place of if the snow's melting too fast.
- [00:28:43.200]But this is pretty cold.
- [00:28:44.940]It's pretty cold here
- [00:28:45.957]and we have usually, this year was unusual,
- [00:28:49.320]but usually we have a never-ending supply of snow.
- [00:28:52.650]And so when we think about safety, wonderfully safe,
- [00:28:56.160]also sometimes they eat it,
- [00:28:57.630]and that's fine, too.
- [00:28:59.280]We eat a lot of snow here.
- [00:29:02.040]Cost, totally free.
- [00:29:03.810]Cheaper than rice.
- [00:29:05.026]Respectful for children and families.
- [00:29:07.800]Availability, yeah, usually really, really good.
- [00:29:10.950]Sustainable, it just turns into water when you're done.
- [00:29:13.410]And we actually have the children
- [00:29:14.332]and they can like scoop it out, the water out,
- [00:29:16.620]and use it to water the plants in the classroom.
- [00:29:18.570]And so they can even reuse it that way
- [00:29:20.130]or you can just take it outside
- [00:29:21.570]and pour it into the yard.
- [00:29:23.250]And a really high play value.
- [00:29:25.080]You can see the children here engaged in,
- [00:29:27.690]you know, there are a lot of children at this one table
- [00:29:31.080]because engaging with snow
- [00:29:33.240]that the teacher just brought in was really fun.
- [00:29:36.450]So there are ways that we can think about,
- [00:29:39.667]"Okay, what is maybe one step I could do
- [00:29:42.240]in a little bit of a different way
- [00:29:44.040]and how can I make this a little bit more sustainable,
- [00:29:47.940]respectful, available, cheaper,
- [00:29:50.820]lots of things?"
- [00:29:51.653]'Cause I think you should be able to do
- [00:29:53.070]really good early childhood education
- [00:29:55.650]without having to spend a lot of money.
- [00:29:57.090]You can see in this table right now,
- [00:29:59.670]it's snow and some sticks.
- [00:30:01.950]There are a couple of animals
- [00:30:03.780]that have been around for many, many years,
- [00:30:06.180]and a couple of shovels,
- [00:30:07.470]and really high play value for young children
- [00:30:10.560]without a lot of kind of person-made materials.
- [00:30:15.711]So when we think about that item
- [00:30:18.540]that you had in mind earlier,
- [00:30:21.180]what is something that you could choose next time?
- [00:30:23.730]Like how do you bring
- [00:30:24.870]something into your classroom in a way?
- [00:30:26.610]And one of the things I wanted to tell you about
- [00:30:29.220]this picture that's in the background here
- [00:30:31.620]is I was thinking about how we use,
- [00:30:35.910]you know, so much paper,
- [00:30:37.590]and easel paper generally is a single use thing.
- [00:30:40.380]And you know, if you're using a really standard paint,
- [00:30:42.630]once it's full,
- [00:30:43.650]it's not great to recycle,
- [00:30:45.660]depending on the paint.
- [00:30:47.490]And so we had this easel built for our playground.
- [00:30:52.470]So children, we didn't need paper anymore.
- [00:30:54.889]We can just put it out there.
- [00:30:56.550]It has two sides the children can paint together.
- [00:30:59.760]We thought about this would be a way to save paper
- [00:31:03.450]and to have this kind of longer use thing
- [00:31:06.240]that got a lot of play value.
- [00:31:07.440]It was used almost every day.
- [00:31:09.720]And then we added a little squeegee
- [00:31:12.990]and turns out children love the squeegee
- [00:31:15.330]and the soapy water and the brushes
- [00:31:17.370]as much as they love the painting.
- [00:31:18.667]And so it became more of an enriching activity,
- [00:31:21.840]something that children were really engaged in.
- [00:31:24.270]And it actually improved what we were doing
- [00:31:27.300]even though, you know,
- [00:31:28.530]the spark for it was to just stop wasting paper
- [00:31:31.170]because for young children,
- [00:31:33.150]it's so much about the process
- [00:31:34.740]and they're not usually painting something
- [00:31:37.710]that they want to keep forever.
- [00:31:39.060]They're learning the process of using the brush
- [00:31:41.400]and what does this brush stroke look like
- [00:31:42.721]and what does this brush look like
- [00:31:44.520]and what if I use a stick
- [00:31:45.660]and what if I use this leaf,
- [00:31:48.450]and what if I, you know.
- [00:31:49.560]They're experimenting
- [00:31:51.000]and they're putting their fingers on there
- [00:31:52.740]and this gives them the opportunity
- [00:31:54.360]to do all of those things
- [00:31:56.040]without sort of wasting the paper.
- [00:31:57.960]And the easel material is about the same
- [00:32:01.290]as a standard easel material would be.
- [00:32:03.000]So we did have to buy a piece of plexiglass for the middle
- [00:32:06.300]and then someone built the wooden frame for us.
- [00:32:09.870]So this was one.
- [00:32:11.190]So does anybody wanna share their item
- [00:32:13.890]and maybe what they would consider as a,
- [00:32:16.710]and maybe an upgrade on it?
- [00:32:24.780]I have not been in the classroom for a little while,
- [00:32:27.630]but the last toy purchase I made
- [00:32:30.030]was a birthday present for my granddaughter
- [00:32:32.640]and I actually had to
- [00:32:35.910]do a little bit of self-reflection.
- [00:32:38.340]This is okay to buy, you know, these Barbie sets
- [00:32:40.980]because they're plastic.
- [00:32:43.350]But then when you look at the longevity of this,
- [00:32:47.100]what it was added to,
- [00:32:50.130]some Barbies that act,
- [00:32:52.710]or they're second generation Barbies,
- [00:32:54.540]so in terms of the longevity,
- [00:32:57.330]we have these dolls that have lasted a long time
- [00:33:00.360]and then also 18-inch dolls
- [00:33:03.690]that are also second generation.
- [00:33:06.270]So looking at it as a long-term investment.
- [00:33:09.750]But in terms of representation,
- [00:33:13.050]there's a variety of skin colors and hair textures
- [00:33:19.090]and opportunities for role play in diverse roles, too,
- [00:33:25.020]that that presented.
- [00:33:26.190]And so ultimately, I also knew there was gonna be
- [00:33:29.730]a lot of joyful learning along with that.
- [00:33:32.483]And I don't know if all of you are aware,
- [00:33:35.130]but the body shapes have been redesigned as well.
- [00:33:40.710]So that's kind of a plus but.
- [00:33:45.450]Yeah, those are really great points.
- [00:33:46.950]And some of those 18-inch dolls,
- [00:33:49.368]the American girls, right,
- [00:33:51.440]they have really kind of culturally significant things
- [00:33:56.343]that they can bring into the lives of young children.
- [00:33:58.590]They help them with storytelling.
- [00:34:00.330]They help them with identification.
- [00:34:02.190]And if you're thinking about like,
- [00:34:03.937]"Okay, if I'm going to buy something,
- [00:34:06.060]I want it to be quality.
- [00:34:07.680]I want to know that it's gonna last for a very long time
- [00:34:12.270]and that this is the investment, right?
- [00:34:15.870]I'm investing in cultural understanding.
- [00:34:18.000]I'm investing in joy.
- [00:34:18.925]I'm investing in a shared experience, right?
- [00:34:22.470]I played with those dolls.
- [00:34:23.730]Now, my children play with those dolls.
- [00:34:25.560]Hopefully, one day,
- [00:34:26.430]my grandchildren will play with those dolls, right?
- [00:34:28.140]Those things will last for a very long time.
- [00:34:31.650]You know, and we think about,
- [00:34:32.850]like how can we make those small steps along the way
- [00:34:37.350]and really tell people about our intentionality.
- [00:34:40.170]Like I didn't buy this thing because of this reason.
- [00:34:44.670]Instead, what I'm going to do
- [00:34:46.050]is I'm going to buy this thing, right?
- [00:34:48.178]I have some high quality puppets.
- [00:34:52.110]And you can buy puppets anywhere,
- [00:34:53.970]but you want puppets that are gonna last a long time
- [00:34:56.460]that are representational of real animals
- [00:35:00.090]and you're gonna spend more to get those things
- [00:35:02.790]but you also know that they're gonna last longer.
- [00:35:05.280]They're gonna be the quality that you need.
- [00:35:06.990]And so I think that those are all
- [00:35:08.610]really, really important considerations.
- [00:35:10.410]So thank you for bringing that.
- [00:35:12.120]So when you think about your classroom,
- [00:35:14.700]take a good assessment of what you have,
- [00:35:16.470]what you could do differently.
- [00:35:17.400]One of the things that I've introduced
- [00:35:19.110]here at the program that I am at now,
- [00:35:21.660]which is something that I did at my previous program
- [00:35:24.000]is I was the person,
- [00:35:26.482]when I was at a dodge,
- [00:35:28.950]that was responsible for ordering supplies
- [00:35:32.340]and I was super uncomfortable about ordering markers
- [00:35:35.910]'cause they just don't last very long
- [00:35:38.040]and children leave the lid off
- [00:35:39.450]and then it dries out.
- [00:35:40.770]And I didn't want to.
- [00:35:43.620]I was like I don't wanna order markers.
- [00:35:45.900]So I go on the internet
- [00:35:47.550]and the internet is kind of new
- [00:35:49.530]so there wasn't a ton of research back then
- [00:35:51.870]but what's in a marker
- [00:35:54.630]is just a long sponge basically.
- [00:35:57.210]And you can refill it.
- [00:35:58.830]And so we have a little station,
- [00:36:00.540]oh, I should have taken a picture,
- [00:36:01.440]it's just right outside my door.
- [00:36:02.550]But we have a station
- [00:36:04.140]where when your marker is old,
- [00:36:05.670]you bring it to the refill station and you drop it in
- [00:36:08.100]and then you leave it in there,
- [00:36:09.630]and usually the next day,
- [00:36:11.310]but it doesn't take that long,
- [00:36:13.220]it usually takes maybe an hour or so
- [00:36:15.270]to get fully reabsorbed.
- [00:36:17.580]But then the children just can come back by
- [00:36:19.620]and they'll cap it up
- [00:36:21.030]and take it back into the classroom.
- [00:36:22.470]And so we have this,
- [00:36:23.790]so we don't have to order markers.
- [00:36:26.094]Crayola discontinued their recycling program
- [00:36:29.760]because they were overwhelmed.
- [00:36:30.960]Everyone was sending them so much stuff
- [00:36:32.850]and there was no market for the recycling of that material.
- [00:36:37.350]That's what I heard from someone
- [00:36:39.210]who went and tried to recycle there
- [00:36:41.190]and they said, "Nope, they're not doing it anymore,"
- [00:36:43.170]'cause Crayola used to have a recycling program.
- [00:36:45.840]So we're trying to think about,
- [00:36:47.070]okay, if I can't recycle it,
- [00:36:48.300]but how can I reuse it?
- [00:36:49.347]And so we use the same markers until,
- [00:36:51.840]you know, the children use it so hard
- [00:36:54.060]that the sponge tip starts to disintegrate,
- [00:36:57.870]then we can't reuse it anymore
- [00:36:59.850]and it does go to the landfill.
- [00:37:01.800]But we can refill it over and over again
- [00:37:04.650]until we buy bottles of watercolor.
- [00:37:06.720]We have their baby food jars.
- [00:37:08.640]We put it upside down in there,
- [00:37:10.230]and the children can be a part of that.
- [00:37:11.850]And so they can see like we're not buying,
- [00:37:13.350]we don't have to throw away the marker.
- [00:37:14.700]We can use this again and again.
- [00:37:16.816]So when you think about your classroom,
- [00:37:18.750]think about every material that you use.
- [00:37:20.790]You know, your clipboards and your wagon,
- [00:37:23.490]and we use a lot of wagons here
- [00:37:25.440]'cause we spend a lot of time outside,
- [00:37:28.140]and the books that you buy and you know,
- [00:37:30.870]how can you assess what you have now
- [00:37:33.180]and then plan for the future?
- [00:37:34.800]So I wanted to share a couple of things.
- [00:37:38.490]One, the book on the left
- [00:37:40.380]is about how to make things for children out of snow.
- [00:37:44.280]And if you don't know how to do that
- [00:37:46.350]and not everyone lives in a place where you can,
- [00:37:49.034]and this year we couldn't,
- [00:37:51.750]but if you are in a place,
- [00:37:54.600]snow gives you an opportunity
- [00:37:56.706]in any place that is very cold.
- [00:37:58.800]It gives you an opportunity to build structures
- [00:38:01.590]for and with children
- [00:38:03.450]in a really intentional way
- [00:38:04.980]that allows you to use a resource
- [00:38:09.300]that is plentiful and meaningful
- [00:38:12.270]and helps them connect to place.
- [00:38:13.980]And you can see by the picture,
- [00:38:15.840]it can help them think about what else is out here
- [00:38:18.026]and you know, the days are short,
- [00:38:19.860]and so you can make things that have light in them.
- [00:38:22.740]Our program goes into the evening here
- [00:38:24.930]so we can do things with light,
- [00:38:27.540]which is really fun.
- [00:38:28.800]But this is a really great book
- [00:38:32.340]about how to do things for children in the snow.
- [00:38:34.230]And then the picture on the right,
- [00:38:36.720]both the log was,
- [00:38:38.850]so around our community,
- [00:38:40.410]when I see a tree with the orange X on it,
- [00:38:43.320]we know what that means,
- [00:38:44.250]that that tree's coming down.
- [00:38:45.540]And so if it's on the city street,
- [00:38:47.400]I call the city.
- [00:38:48.690]If it's on campus, I call our land care
- [00:38:51.900]and I ask if they have a plan for the log.
- [00:38:53.820]And if they don't,
- [00:38:54.653]I ask if they could just drop it over our fence.
- [00:38:56.910]And they usually say yes.
- [00:38:58.230]And so we have so many logs from our program.
- [00:39:00.750]But also if you know any families that are boaters
- [00:39:04.680]or that have an old boat at their house,
- [00:39:06.330]this boat that's in the picture,
- [00:39:08.160]it's no longer seaworthy
- [00:39:10.170]but it makes a really wonderful thing for our play area.
- [00:39:13.230]And so it becomes a really meaningful
- [00:39:16.710]and focused area of the playground
- [00:39:19.650]in a way that,
- [00:39:20.670]and we didn't have to spend anything
- [00:39:22.440]and it gives this another life
- [00:39:23.817]instead of sitting in a landfill
- [00:39:25.530]or going to a metal scrap yard,
- [00:39:27.810]a way to kind of connect with the environment.
- [00:39:31.320]And then just thinking about,
- [00:39:32.257]you know, materials that you can use throughout the year
- [00:39:35.220]that are free,
- [00:39:36.390]that are, you know, readily available,
- [00:39:38.160]depending on where you are.
- [00:39:39.330]I grew up in the desert
- [00:39:40.500]and so we didn't have a lot of leaves
- [00:39:42.330]or we had a few pine cones
- [00:39:44.550]'cause we had some different sorts of pines,
- [00:39:47.430]lots of seed pods depending on the type of tree.
- [00:39:50.585]But sticks, rocks, that sort of thing.
- [00:39:53.100]And so thinking about where can you get materials nearby
- [00:39:57.809]in a thoughtful way.
- [00:39:59.370]How do you collect with children?
- [00:40:00.377]How do you talk with children about collecting?
- [00:40:03.150]We have lots of conversations about food for bees
- [00:40:06.390]and how much we can take
- [00:40:07.470]and how much we need to leave for pollinators.
- [00:40:09.750]But thinking about those things
- [00:40:11.130]and how do you kind of share
- [00:40:13.680]how you gather materials with children
- [00:40:15.297]and that thoughtfulness
- [00:40:16.380]will really help set them up for success
- [00:40:18.750]when they're thinking about just being intentional.
- [00:40:22.920]Oh, and that's the end.
- [00:40:24.240]That was my last one.
- [00:40:25.290]So I will stop sharing.
- [00:40:28.230]It's almost exactly 11:45.
- [00:40:30.150]I wanted to give some time for questions.
- [00:40:39.870]Hi, Sheila, I have a question.
- [00:40:41.250]I'm assistant professor in interior design
- [00:40:44.610]in our college of architecture
- [00:40:45.930]and I love this focus on materiality
- [00:40:48.390]and I'm kinda object-based.
- [00:40:50.130]I'm curious if you've ever had the capability
- [00:40:52.740]to kind of explore this through
- [00:40:54.270]like an architectural or an interiors project,
- [00:40:57.360]thinking of like the building materials or the furniture
- [00:41:01.080]and kind of those environmental aspects
- [00:41:03.060]that the students are coming into contact with?
- [00:41:05.610]Yeah, not as much indoors.
- [00:41:08.790]Because we're on a university campus,
- [00:41:10.440]there's a capital planning office
- [00:41:12.150]that does things in a different way.
- [00:41:16.072]But in our outdoor spaces,
- [00:41:17.250]so we did talk about like we need more seating for children.
- [00:41:20.760]Like what does that look like?
- [00:41:22.110]We ordered a couple of kits
- [00:41:23.310]and the families put together these kits
- [00:41:25.770]that saved us money,
- [00:41:26.730]that used materials that we could, you know, have nearby.
- [00:41:31.800]But we also had some of those logs that I talked about
- [00:41:35.550]cut into stumps.
- [00:41:36.383]And so several of our group time areas outside
- [00:41:40.650]are stumps made from materials
- [00:41:42.870]that the university was gonna get rid of.
- [00:41:44.580]It's easier for them to not have to, you know,
- [00:41:46.860]track it too far away or would chip it,
- [00:41:49.020]and so they can just drop it off and we just ask if they,
- [00:41:51.570]and then we usually can find a parent volunteer
- [00:41:53.310]that'll cut them into 12 to 18 inch high stumps for us.
- [00:41:57.690]And so we have the,
- [00:41:59.160]you know, we have four different areas outside
- [00:42:01.470]where we have enough space
- [00:42:02.940]for all the children to sit on a stump
- [00:42:04.470]and they can gather.
- [00:42:05.520]And then sometimes you go out there
- [00:42:06.780]and they've all been rolled away somewhere else.
- [00:42:09.570]But I would say in our outdoor environment,
- [00:42:11.490]we've had much more success with that
- [00:42:14.370]and with talking, you know.
- [00:42:15.867]I know now who to contact at the city of Minneapolis.
- [00:42:19.590]I know who to contact at the university to say,
- [00:42:22.380]you know, I saw this tree with an X on it.
- [00:42:25.530]Can we have, you know,
- [00:42:26.910]usually we ask for it anywhere between six to 10 feet
- [00:42:29.880]and they are really happy to support education.
- [00:42:33.540]And I think that that's wonderful
- [00:42:34.800]because then they feel a part of this place too, right?
- [00:42:37.320]They know that they're supporting young learners,
- [00:42:40.260]that they're helping us with our budget,
- [00:42:41.820]that we didn't have to go out and buy a bunch of chairs.
- [00:42:44.820]I also am like never buy pine cones
- [00:42:47.340]'cause if you don't have pine cones,
- [00:42:48.840]you shouldn't have talk about pine cones with kids.
- [00:42:50.850]Like never buy pine cones.
- [00:42:53.370]But having children go out and notice those things.
- [00:42:57.267]And so we went, 'cause our drawer
- [00:42:59.550]that we keep all the pine cones in was empty.
- [00:43:01.320]And I said, "Well, let's go look for some."
- [00:43:03.000]And it was winter.
- [00:43:04.680]And so we're walking around
- [00:43:06.237]and the children are noticing
- [00:43:08.610]that they're finding pine cones
- [00:43:10.560]where the trees are still green in the winter, right?
- [00:43:12.930]And so we didn't have to have a talk about types of trees
- [00:43:17.160]or you know, evergreen or deciduous.
- [00:43:20.160]Like, they know.
- [00:43:21.630]And so they were like, "I see a tree."
- [00:43:23.400]You know, halfway down the block,
- [00:43:24.607]"I see a tree over there that's green.
- [00:43:26.310]I bet there'll be pine cones."
- [00:43:27.517]"Let's go and see.
- [00:43:28.560]Let's see if your hypothesis is correct."
- [00:43:30.900]And it can be a really great way
- [00:43:32.670]to engage children in learning
- [00:43:33.900]when you help them set up
- [00:43:34.860]the outdoor environment in that way
- [00:43:36.660]and gather the materials
- [00:43:37.920]and think about where the materials come from.
- [00:43:40.470]But yes, I wish that they,
- [00:43:42.480]like one of the things that's really missing
- [00:43:44.700]from our building right now are downspouts.
- [00:43:46.350]So we like to collect rainwater
- [00:43:47.880]so that children can access water for the gardens
- [00:43:50.550]on their own.
- [00:43:51.570]And there are no downspouts on the whole building.
- [00:43:54.840]They're like built in
- [00:43:56.370]so they come out at the very bottom
- [00:43:58.770]and it's like, "Well, that's not gonna help us.
- [00:44:01.320]Why did you put it inside?"
- [00:44:02.880]So they didn't talk to us about that part.
- [00:44:05.460]And I didn't think to ask.
- [00:44:06.630]I've never seen a downspout that was inside the brick.
- [00:44:09.570]And so I didn't even know to not ask.
- [00:44:12.300]So I think more of a conversation between educators
- [00:44:14.301]and what you hope to use the outdoor space for,
- [00:44:17.400]and something as simple as rain barrels.
- [00:44:19.740]It would've been a really easy conversation
- [00:44:21.270]but we never had it when we were designing this building.
- [00:44:24.150]But I think that it's great when designers can come
- [00:44:27.420]and see how people are using the space
- [00:44:29.280]and ask teachers what do I wish was different here.
- [00:44:32.940]Thank you.
- [00:44:42.330]Hi, I'm Sharon.
- [00:44:44.370]Matt knows me, I'm related.
- [00:44:47.040]But he invited me because I'm on the board
- [00:44:49.680]of a childcare center
- [00:44:51.390]and we're working very, very hard
- [00:44:54.150]to use the resources we have outside
- [00:44:59.130]to keep children outside as much as possible.
- [00:45:02.310]But the ground surface is our challenge.
- [00:45:05.940]And you might have covered this already,
- [00:45:08.820]you were talking more about manipulables.
- [00:45:10.560]But I was thinking the ground surface is our big problem.
- [00:45:15.240]Everyone wants to put down AstroTurf.
- [00:45:18.124]Now you could freak out because that it freaks me out too.
- [00:45:22.290]Yeah.
- [00:45:23.970]Yeah, turf is a tough one.
- [00:45:26.190]And like I said, I grew up in the desert,
- [00:45:27.750]and they shouldn't have grass anyway.
- [00:45:30.568]But the kind of social construct of lawns
- [00:45:34.290]is really deep in this country,
- [00:45:37.290]and it's hard to get around.
- [00:45:38.640]So that's a hard one
- [00:45:41.040]depending on where you are in the country.
- [00:45:43.920]Thankfully here, we have wood chips on sand,
- [00:45:47.700]and generally those are the two.
- [00:45:49.080]We have a couple places where we've done some Be Safe lawns.
- [00:45:52.290]So our infant playground has a Be Safe lawn
- [00:45:55.110]so it's mostly clover, some rye,
- [00:45:57.690]like things that are pretty, also edible.
- [00:46:01.620]I think that edible yard's for everybody.
- [00:46:04.020]If you're gonna have a yard for infants,
- [00:46:05.820]just put clover down
- [00:46:07.260]'cause it won't matter if they eat it
- [00:46:10.020]and it grows really low.
- [00:46:11.370]I also love creeping time.
- [00:46:13.770]It's such a great.
- [00:46:15.210]It smells good when you like crawl through it.
- [00:46:18.397]I think more yards could use creeping time.
- [00:46:21.269]It's beautiful, it's short.
- [00:46:23.580]And so we're really trying to do more of those things
- [00:46:26.190]in our grassy spaces.
- [00:46:27.360]But we don't have a lot of grassy spaces here.
- [00:46:29.370]Most of them are wood chips
- [00:46:30.510]and that was around the irrigation.
- [00:46:32.640]And so that was one of the things
- [00:46:33.783]that the land care did ask us more questions
- [00:46:36.750]because I said, we spend a lot of time outside.
- [00:46:38.670]And they're like, "What do you want here?"
- [00:46:40.350]And I said, "Well, I don't want anything
- [00:46:42.630]that needs to be irrigated."
- [00:46:44.310]And they're like, "Well, it's our code,
- [00:46:48.360]is that if you're gonna put any kind of lawn,
- [00:46:50.280]it has to have irrigation."
- [00:46:51.510]And I was like, "Well."
- [00:46:52.620]Like we are in the time of climate change
- [00:46:55.140]and we have been experiencing drought.
- [00:46:57.480]I don't wanna so we ended up putting wood chips and sand
- [00:47:00.210]in most of the places.
- [00:47:01.350]And you know, sand is great,
- [00:47:02.850]you have to replace it every now and then.
- [00:47:05.700]I do think about like sand mining
- [00:47:07.680]and like where is the sand coming from.
- [00:47:09.330]Like we're trying to really be thoughtful
- [00:47:11.130]about all of those things
- [00:47:12.120]and how do we keep more of our sand here.
- [00:47:13.800]And so, you know, dumping out boots,
- [00:47:15.300]and all of those little things really help
- [00:47:17.398]and we talk to children about that.
- [00:47:18.724]Like if we all leave the sand in the sandbox
- [00:47:21.570]or in the sand playground,
- [00:47:23.910]then we won't have to order it quite as much
- [00:47:26.190]and then we'll have more to play with.
- [00:47:28.350]But having lots of, you know,
- [00:47:31.260]because we are in a place that has a lot of trees,
- [00:47:34.470]wood chips are pretty plentiful.
- [00:47:36.270]And so the university
- [00:47:38.190]actually provides wood chips to us for free
- [00:47:40.050]because there are so many,
- [00:47:41.550]and they have to wood chip all the trees anyway.
- [00:47:43.768]So most of our playgrounds are that.
- [00:47:46.350]But I know there are playgrounds that are doing like that.
- [00:47:49.500]Turf or they're doing that like squishy, like recycle.
- [00:47:54.900]I think some of it is like recycled tires,
- [00:47:57.690]some of the materials.
- [00:47:59.190]And yeah, it just doesn't seem like enough.
- [00:48:02.310]I don't know.
- [00:48:03.143]When I think about the joy part,
- [00:48:04.290]like I don't really wanna sit in it.
- [00:48:08.100]Yeah, and so that also,
- [00:48:10.140]I think is an important thing.
- [00:48:11.160]And the wood chips end up being used for like play food.
- [00:48:13.530]The same with sand.
- [00:48:14.363]Wood chips and sand,
- [00:48:15.196]I think that children have a similar play value around them.
- [00:48:17.940]Like they gather them to make,
- [00:48:19.260]you know, kitty cakes or whatever they're making,
- [00:48:21.930]and which are a really lovely kitty restaurant the other day
- [00:48:24.995]that had, you know, wood chip stew
- [00:48:27.834]and like a cake made out of sand
- [00:48:29.688]and it was delicious.
- [00:48:30.944]So the children I think get into those things
- [00:48:34.680]and they can't interact that way with turf.
- [00:48:36.570]Like they just, they can't.
- [00:48:38.100]I think it's more aesthetic
- [00:48:40.110]but it may not have the same play value
- [00:48:42.480]that some of those other materials might have.
- [00:48:45.450]Thank you, I really appreciate that.
- [00:48:51.114]I was gonna ask,
- [00:48:52.900]and I dunno if you could speak to just the lab school
- [00:48:55.800]and the other schools that you've worked with,
- [00:48:57.240]and it might vary very specifically by location.
- [00:49:02.280]But that idea of safety in navigating
- [00:49:06.210]like any license requirements
- [00:49:10.230]or I think of that boat,
- [00:49:11.760]which is such a wonderful reuse of that material.
- [00:49:14.490]And then I think of what licensing issues
- [00:49:20.010]some of our providers might run into.
- [00:49:22.410]So how do you proactively navigate that
- [00:49:26.700]from like a nature-based perspective
- [00:49:28.470]where the policies might quite literally need to reimagine
- [00:49:31.916]some of the risk management and assessment?
- [00:49:35.010]Yeah, that's a really great question
- [00:49:36.690]because licensing varies hugely from state to state.
- [00:49:39.960]Some states, there are hardly any regulations,
- [00:49:42.360]and some have very, very specific ones.
- [00:49:44.670]In Minnesota, one of the examples
- [00:49:46.440]is that we don't have a temperature guideline.
- [00:49:49.350]I hope that they never put one in,
- [00:49:51.240]but there is no temperature
- [00:49:52.680]that you can't take children outside in in Minnesota,
- [00:49:55.590]which I think is wonderful.
- [00:49:57.090]Because you never know.
- [00:49:58.800]I mean, here, it could be below zero for two months.
- [00:50:02.970]You can't have zero as a temperature guideline in Minnesota.
- [00:50:06.180]Also, it doesn't make any sense
- [00:50:07.590]because people are active outdoors
- [00:50:10.170]in lots of weather that's below zero.
- [00:50:12.510]And actually the below zero isn't a scientific thing.
- [00:50:16.440]Like there needs to be more science
- [00:50:20.276]around when children can't go outside.
- [00:50:22.260]So we use the NOAA and the National Weather Service,
- [00:50:25.260]we use their weather guidelines to think about,
- [00:50:27.427]"Okay, when is frostbite, you know,
- [00:50:29.730]possible for young children?
- [00:50:31.170]What does that look like?
- [00:50:32.003]What does the wind look like?"
- [00:50:33.060]But when we're thinking about things like the materials,
- [00:50:36.300]you getting comfortable with whatever the guidelines are.
- [00:50:39.660]So that boat, one, it's a dug in just a little bit.
- [00:50:43.020]So it's not tippy.
- [00:50:44.895]And two, it has holes drilled into it.
- [00:50:46.741]So it already wasn't seaworthy,
- [00:50:49.530]but we drilled more holes in it
- [00:50:50.910]so that it can't hold standing water.
- [00:50:52.830]So that we're making sure that we're not adding,
- [00:50:54.810]you know, a place for mosquitoes to breed,
- [00:50:56.520]but that we're also following like licensing regulations.
- [00:51:00.780]Our regulations are different here
- [00:51:03.270]for whether you build something or whether it's natural.
- [00:51:06.378]So like when we have a log dropped over the fence,
- [00:51:09.840]we don't have to think about the fall zone,
- [00:51:12.300]although we do,
- [00:51:13.140]we consider those things,
- [00:51:14.880]because we don't want someone jumping from the log
- [00:51:16.980]and you know, jumping onto a rock,
- [00:51:18.930]or something like that.
- [00:51:19.763]So we consider kind of what that zone looks like
- [00:51:23.160]around those materials
- [00:51:24.330]when we're deciding where to put them.
- [00:51:26.940]But we don't have a lot of built structure.
- [00:51:29.790]So we don't have,
- [00:51:30.960]I think we have one set of monkey bars,
- [00:51:32.459]we have the boat,
- [00:51:34.050]we have a few logs that are like bolted together
- [00:51:37.880]that children can climb on.
- [00:51:39.690]But besides that, it's mostly rocks, logs,
- [00:51:42.840]and then loose parts in our outdoor play spaces.
- [00:51:47.100]And the rules are a little bit different.
- [00:51:48.420]But I think knowing them
- [00:51:50.130]and knowing, I know,
- [00:51:51.660]you know, in Minnesota we have a lot of wonderful licensers,
- [00:51:54.360]but they all have different ideas
- [00:51:56.220]of what this regulation may mean.
- [00:51:58.530]And so I think really knowing what does it say.
- [00:52:01.020]So I really love pets
- [00:52:03.840]and our licensing in Minnesota is not super pet-friendly.
- [00:52:08.400]And so what does it mean
- [00:52:09.990]to have most of our pets are reptiles?
- [00:52:13.020]What does that mean in an early childhood environment?
- [00:52:15.330]And so where can they be in the building?
- [00:52:17.640]What's considered common space?
- [00:52:18.840]What's considered a classroom?
- [00:52:20.400]Those sorts of things are really important.
- [00:52:25.800]But I think knowing the guidelines for wherever you are
- [00:52:28.950]is the most important thing.
- [00:52:30.570]And really reading them
- [00:52:31.830]and having a conversation,
- [00:52:33.608]and I don't wanna say like pushing back,
- [00:52:35.550]like understanding that you and licensing
- [00:52:37.080]are both coming from the place of children's safety.
- [00:52:40.080]And for them to know that that's your concern too
- [00:52:43.230]and you understand that that's their concern,
- [00:52:45.000]and so how can we do something here that's meaningful.
- [00:52:48.750]That, you know, like when we have super slick,
- [00:52:52.290]like when we get a freezing rain,
- [00:52:54.690]that's the most unsafe our environment ever is.
- [00:52:57.990]I mean for driving, for walking,
- [00:53:00.840]it's the time that most people get injured.
- [00:53:02.670]And so those are the times that I actually would like us
- [00:53:05.010]to have more things where we talk about,
- [00:53:07.140]okay, this is when we put sand on the sidewalks,
- [00:53:09.810]this is where, you know,
- [00:53:10.710]our teachers have those cleats
- [00:53:12.300]that they can put on the outside of their shoes.
- [00:53:14.490]Like what do we do for children?
- [00:53:15.660]We talk about a penguin playground
- [00:53:16.913]and that you have to walk like a penguin
- [00:53:18.960]or you can slide on your belly.
- [00:53:19.980]And so we try and make it fun at the same time.
- [00:53:22.350]But when we're thinking about
- [00:53:24.060]what materials are we putting there,
- [00:53:25.744]knowing what the guidelines are ahead of time,
- [00:53:28.410]and then having a conversation with your licenser
- [00:53:30.870]about what your goals are.
- [00:53:32.580]'Cause usually you get the same licenser for many years
- [00:53:34.779]and so you can start to have a conversation with them.
- [00:53:37.170]I know during COVID
- [00:53:38.550]or during the height of COVID,
- [00:53:39.660]it was a little bit harder
- [00:53:41.070]because so many of their visits were very short.
- [00:53:43.620]But I think having a relationship with your licenser
- [00:53:45.840]and what their expectations are is really helpful.
- [00:53:54.840]And I hope that the rule here about reptiles will change.
- [00:53:58.380]I was like, yeah,
- [00:54:00.660]they say yes to guinea pigs and no to snakes.
- [00:54:02.970]I don't think they know who bites.
- [00:54:07.830]Like that's totally wrong.
- [00:54:14.280]The only pet that we've had here that has ever bit me
- [00:54:16.740]was the hamster.
- [00:54:23.190]Does anyone have any other questions
- [00:54:24.464]for Dr. Williams Ridge?
- [00:54:30.690]All right, well, thank you so much
- [00:54:33.480]for joining us today and for that amazing talk.
- [00:54:36.480]I think we've all probably taken a lot away from this.
- [00:54:40.140]And yeah, I really appreciate it,
- [00:54:42.210]and I'm sure everyone else does as well.
- [00:54:44.280]So thank you.
- [00:54:46.950]Yeah, you're welcome.
- [00:54:47.783]And if you have any other follow-up questions,
- [00:54:49.440]I'm happy to answer them.
- [00:54:51.150]I hope that it was helpful.
- [00:54:53.910]And yeah, I love talking about what we,
- [00:54:58.590]you know, our work with young children.
- [00:54:59.940]I just think that they're great people
- [00:55:01.920]and it brings us joy
- [00:55:03.930]and we can bring them joy
- [00:55:05.010]and we can do it in a really responsible
- [00:55:06.437]and intentional way.
- [00:55:07.800]And so, yeah.
- [00:55:09.600]So let me know if you ever have any questions.
- [00:55:12.330]Absolutely, yeah.
- [00:55:13.230]I think the resources that you've shared as well
- [00:55:15.480]will be very helpful for us
- [00:55:16.950]thinking about when we're developing
- [00:55:19.230]our kind of future projects
- [00:55:20.373]and things that we have going on right now
- [00:55:22.890]and just kinda learning how to think about the materials
- [00:55:26.940]and resources that we might want to use,
- [00:55:30.210]probably more thoughtfully than at least I can say
- [00:55:32.970]that I was probably thinking about them
- [00:55:34.830]not as thoughtfully as you were.
- [00:55:38.310]So I think this is really helpful.
- [00:55:40.290]Thank you.
- [00:55:42.060]Good.
- [00:55:44.220]Awesome, well, thank you so much.
- [00:55:46.200]All right, so thank you guys.
- [00:55:47.880]Thanks everyone.
- [00:55:48.713]We'll see everyone next week for our next talk.
- [00:55:54.480]Bye, all.
- [00:55:55.963]Bye.
- [00:56:02.883]Bye, mama.
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