This chapter features the "wild thing", that three-four year old boy. It also gets us to a group of boys we teach at WCS. Early childhood teachers can add much to our discussion of this boy, and I hope will do so by clicking on the comment section at the end of this post.
Parents and teachers need to be ready to be challenged by boys this age ... that is part of the job of his developement. He is "cultivating his boy identity." He is learning to need other boys for his play which requires a group to enact the fantasies. He is intensely creative and curious. There are some scary realizations related to boy power as they learn how to control their desire for power through displays of aggression. And, gender specific play begins to take place at this point and continue for years. This process leads to two very different social worlds. This is true in all cultures, races, and social classes. The boy world has rules that must be adhered to play successfully there. Adults, particularly moms and women teachers, need to be aware of the norms in that world and what they mean. The chapter presents an in-depth explanation of the boy world. Learning to deal with aggression is important for boys this age ... in fact, if we want to avoid future problems, this job needs to be addressed and boys are willing to do so. As important is the growth of a boy's imagination!
How does this chapter help frame the pre-school world at WCS?
Allowing the boy world to be lived out at school is a struggle. What specific ways do we encourage boys to play as boys?
What memory do you have of yourself, your students, or your own sons where the creative world of fantasy was such an important part of this stage in their lives?
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