A Case Study: Mary and Jane
Let’s look at how this process works. In this scenario Mary and Jane are reflective co-teachers for a multiage class of 4-year olds and kindergarteners. They observe that six of the boys in the class are entirely focused on “superheroes.” This is evident in many aspects of the curriculumlanguage, artwork, journal writing, block structures, and outside play.
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The teachers are unsure about the value of superhero play or why it seems so important. They assume that it is gender-specific to boys but also notice girls engaged in themes about fairies, witches, princesses, and other powerful creatures. Mary and Jane decide to:
- Identify relevant resources and research (Cooper, 2009; Erdman & Downing, 2015; Paley, 1992)
- Develop a plan for recording observations in the classroom
- Devote some of their daily planning time to talking together about what they have read, seen, and thought about
- Involve the children in conversations about superhero play
- Make decisions and adjustments to the curriculum to address problems and new questions
- Keep a journal of their thoughts about the issue of superhero play
After two weeks, Mary wrote:
I had no idea that the characters involved were princesses and witches and I find it interesting that the preferred role is that of the witch. Something to think about [sic]. Is this version of good guy/ bad guy? I don’t think so since neither role is really seen as a “bad guy” role by them. I think this is “power” play on the line of superman, etc. and in this case the witch has the power, doesn’t she always? Another thing I notice when I reflect on this is the social give and take. When Susan leaves the play because she doesn’t want the role assigned to her Anastasia steps back and [I believe] thinks about it and realizes that if they switch roles then Susan will be willing to continue the play. As it turns out she was right.