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Which clippings match 'Third Grade' keyword pg.1 of 1
17 NOVEMBER 2014

Mapping the geography of childhood playscapes

"In 1972, the British–born geography student Roger Hart settled on an unusual project for his dissertation. He moved to a rural New England town and, for two years, tracked the movements of 86 children in the local elementary school, to create what he called a 'geography of children,' including actual maps that would show where and how far the children typically roamed away from home. Usually research on children is conducted by interviewing parents, but Hart decided he would go straight to the source. The principal of the school lent him a room, which became known as 'Roger's room,' and he slowly got to know the children. Hart asked them questions about where they went each day and how they felt about those places, but mostly he just wandered around with them. Even now, as a father and a settled academic, Hart has a dreamy, puckish air. Children were comfortable with him and loved to share their moments of pride, their secrets. Often they took him to places adults had never seen before–playhouses or forts the kids had made just for themselves.

Hart's methodology was novel, but he didn't think he was recording anything radical. Many of his observations must have seemed mundane at the time. For example: 'I was struck by the large amount of time children spend modifying the landscape in order to make places for themselves and for their play.' But reading his dissertation today feels like coming upon a lost civilization, a child culture with its own ways of playing and thinking and feeling that seems utterly foreign now. The children spent immense amounts of time on their own, creating imaginary landscapes their parents sometimes knew nothing about. The parents played no role in their coming together–'it is through cycling around that the older boys chance to fall into games with each other,' Hart observed. The forts they built were not praised and cooed over by their parents, because their parents almost never saw them.

Through his maps, Hart discovered broad patterns: between second and third grade, for instance, the children's 'free range'–the distance they were allowed to travel away from home without checking in first–tended to expand significantly, because they were permitted to ride bikes alone to a friend's house or to a ball field. By fifth grade, the boys especially gained a 'dramatic new freedom' and could go pretty much wherever they wanted without checking in at all. (The girls were more restricted because they often helped their mothers with chores or errands, or stayed behind to look after younger siblings.) To the children, each little addition to their free range–being allowed to cross a paved road, or go to the center of town–was a sign of growing up. The kids took special pride, Hart noted, in 'knowing how to get places,' and in finding shortcuts that adults wouldn't normally use."

(Hanna Rosin, April 2014, The Atlantic)

Roger Hart (1979). "Children's Experience of Place", Irvington.

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TAGS

1972 • ad-hoc geographies • alone but not lonely • being allowed • childhood agency • creating imaginary landscapes • dissertation project • elementary school • environmental psychology • environments for children • fifth grade • free range playgrowing upHanna Rosin • how children learn • how children play • kid-oriented experienceslearning by doing • making places • modifying landscape • New England • observation (data collection) • open spacesopen-ended play spaces • overprotection • patterns of usepersonal autonomypersonal freedompersonal responsibility • places for children • play fort • playhouses • playscapes • riding bikes • risk-taking • Roger Hart • route mapscriptible spaces • second grade • smooth phenomenal spacesocial constructionismsocial geographysocial researchspaces for childrenthird gradeurban mapping

CONTRIBUTOR

Simon Perkins
26 JUNE 2013

A Class Divided: Jane Elliott's daring classroom experiment

"On the day after Martin Luther King was killed, I––one of my students came into the room and said they shot a king last night, Mrs. Elliott, why'd they shoot that king? I knew the night before that it was time to deal with this in a concrete way, not just talking about it, because we had talked about racism since the first day of school. But the shooting of Martin Luther King, who had been one of our heroes of the month in February, could not just be talked about and explained away. There was no way to explain this to little third graders in Riceville, Iowa. ...

I decided at that point that it was time to try the eye color thing, which I had thought about many, many times but had never used. So the next day I introduced an eye color exercise in my classroom and split the class according to eye color. And immediately created a microcosm of society in a third–grade classroom."

(Jane Elliott, 1985, PBS)

Frontline "A Class Divided": Season 3, Episode 9, A Class Divided (26 Mar. 1985), Director: William Peters, Writers: Charlie Cobb, William Peters.

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TAGS

197019841985 • A Class Divided (1985) • ABC News (USA) • attitudes • Charlie Cobb • classroom • classroom experiment • colourcultural assumptionsdiscrimination • eye colour • human experimentationhuman subjects • Iowa • Jane Elliott • lives and attitudes • Martin Luther King • PBSprejudiceprimary schoolracial discriminationracial inequalityracism • Riceville • school pupilschool students • schoolteacher • simulation studysocial responsibility • subhuman • teacherthird gradetranscript • William Peters • women in pedagogy

CONTRIBUTOR

Simon Perkins
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