For a long time I have been fascinated by the responses and insights when people reflect on places they remember playing as children. In environmental autobiographies, people, typically adults, think of a place they spent time when they were young that they liked or went to frequently. Calling this place to mind and walking through it mentally, they revisit it unearthing memories and sensations about places they loved to play as children. Cherished friends, forgotten, are now remembered. Memories of smells of dry wood, damp dirt, and crushed leaves return. Stripes on a shirt, patterns on a quilt, details on a leaf are suddenly clear again.
I shouldn’t
be surprised that something comparably remarkable happens upon asking people to
reflect on other experiences from their childhood: a friendship, feeling
welcome and safe, an important adult, helping someone, taking a risk.
I have come to think of
these as childhood autobiographies. Guided
exercises, they are able to surface long ago moments and meaningful childhood
memories in ways that delight adults remembering childhood and awaken them
to the children they know, work with, and care for today.
Seeing
Everyday Places
A childhood autobiography
about community was a productive
starting place for a recent half-day workshop, “Seeing Everyday Places:
Connecting Children and their Communities” sponsored by the Reggio-inspired Network of Minnesota. A group of 36
early childhood teachers, museum educators, school administrators, and
university early childhood specialists gathered to review and reflect on the documentation of 4 projects facilitated by parent
and teacher researchers who explored community settings with their children.
The research project, “Seeing Everyday Places” is a collaboration between the
Network and Minnesota Children’s Museum
related to the Museum’s extensive renovation of its galleries.
Launched in January 2014,
the project invited teachers and parents and their children to visit everyday community
settings such as the post office, fire department, market, or hardware store to explore children's ideas about community.
The Museum intends
to incorporate children’s ideas and insights about community and places in its
redesigned Our World gallery. These explorations of community began with questions about how people, places, work, and play interconnect and
support neighborhoods, towns, and communities. Each group followed the
interests and questions of the children about a setting, capturing their words
and images to bring greater visibility to their thinking and understanding of community.
We Were
All Children Once
Childhood autobiographies work because we were all
children once. A very personal connection with children prepares us in thinking
about and following children’s explorations. When we ask ourselves what we
remember about community from when we were children, we are softening that
barrier between our very adult perspective of today and a perspective that
connects with children’s experiences, questions and ideas.
The 20-30 minute exercise invites each person to reenter
their childhood, thinking back to ages 4, 5, or 6 years old. Relaxing, eyes
closed, participants are invited to revisit childhood and scan memories
and images from those years that connect somehow with community. Community may
be related to a place, a building, or a natural area. It may connect with a
person or group of people; or be associated with an event, image, words, or a
feeling. Connections may be positive–or not–but they should be strong and worth unpacking.
When participants find something that resonates with from their childhood, they are invited to sit with it, turn it around,
and re-familiarize themselves with it. They might consider some questions such
as: What did you think your community was? What was important about it? What
did it look or feel like? What fascinated you about it? Why? What did you
wonder about? What or who encouraged you to wonder more about community?
If more than one moment or experience floats by, following
both is helpful. Not only is community
a rich, complex idea, but sometimes one recollection leads to another or
adds meaning. Equally important, considering more than one perspective on
community can open up listening to children’s varied ideas of community. Participants
are invited to capture or record their thoughts by taking notes, creating and
labeling a simple drawing, or writing a brief narrative. After about 5-10 minutes of
reflecting, participants are asked to share recollections on one or two childhood
experiences with someone sitting near them.
Recollections of Community from Childhood
Revisiting childhood experiences pulls distant
moments forward into the present, making them accessible for further
exploration. Returning to memories can place a person in the situation. Emotions, images, and
sometimes sounds and smells float by to be examined and appreciated. Some
people are inclined to visit longer than others. Yet, as members of the group
begin to share reflections, everyone is drawn in. Heads around the room nod; people
find and share connections.
Seven threads seemed to run through the childhood
recollections about community within this group with some recollections pulling on more than one
thread. An initial sort, these threads could be revised or refined with the addition of
more childhood autobiographies.
Community: places and people connected by
relationships
• The neighborhood was the people I grew up with
• We were in the woods, in our own world. We had the freedom of
space and time. That clearing in the woods, I can visit it today
• The first time I was making real connections to other people outside
of my family.
• Children with children
Multiple and overlapping communities
• My parents were divorced so I had three neighborhoods. My
mom’s neighborhood in Minneapolis; my dad’s in St. Paul; and my grandmother’s
neighborhood, for childcare
• There was my immediate neighborhood and the “mercantile” neighborhood within walking distance
• I didn’t
think about my community as a child, but I was in a community. I was in a couple of communities. My main community
was 28 square blocks. I knew people in all those places.
Children figure out community rules
• My community was where I felt welcome and safe. Would I be
welcome? Were people glad to see me at the corner store? Would they share resources?
Safe was risks and hazards, expectations, and social rules. What are the
expectations and social rules in this neighborhood store or that neighborhood
store? What were the resources that were available to me? At an early age,
resource was the freedom to get something wonderful...touch something wonderful
and have access to public restroom and water. And a grown up that could rescue
you if something horrible happened.
Community connections change with age
• Playing sports was the first time of making real connections
to other people outside my family
• Freedom to go explore community neighborhood space encouraged
more independence to go out and explore
Children as agents in creating community
• We lived in a rural area where all the houses were summer
homes except ours and one other family with 4 kids. We created our own
community, made library cards...checked out books from our
library. Isolated, we sought community around ourselves
Life lessons in everyday moments around the community
• We were just dragged around and included in things. Mom said,
I gotta do this and I gotta be
here...gotta mail a package...let's go
• You were just included; it wasn’t a huge intentional lesson,
you were a part of things...that's just how it went
• Freedom to go explore community neighborhood space
Full of possibilities
• Children with children gave us a sense of empowerment. We were
on our own, running from house to house, in our own world and creating it on
our own
• Boundless possibilities
• Secret space
Following the Thread of Community
Childhood autobiographies prepare adults, whether
they are parents, teachers, museum educators, exhibit developers or designers,
to follow children’s questions and interests on a concept or an idea. Recollecting
a community place and person from childhood or recalling a moment of understanding
a feeling of connection personalizes our perspective and attunes our sensibilities
to what children might find meaningful. New–or renewed–insights open doors to possible
ways we might build on children's interests and extend their explorations of their community through
exhibits, programs, and projects.
Thinking back to your childhood, What did you think your community was? What was important
about it? What did it look or feel like?
Related Museum Notes Posts
This is a positively inspiring post. Very rich. Makes me head to my file of unfinished pieces about my own childhood. Great, Jeanne.
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