“Fox, Fox, What Time Is It?”- A Beloved Game that Helps Stretch Social Muscles

By Kimberley Davis, HFP Teacher

“Fox, Fox, What Time Is It?” is a fantastic opportunity for young children to stretch their social muscle and practice sequence of actions. In the process we’re learning how to connect counting to movement as well. This is important because it teaches children to regulate their bodies.

When the children are taking turns being the fox, they get the opportunity to practice important social skills such as stopping, looking, and listening. Whomever is the fox gets to listen for when the group of rabbits asks what time it is. If the fox says a number of hops that can’t be heard, or forgets to hold their fingers up, they must stop and engage carefully with the rabbits in order to make the game successful. We’re naturally practicing patience, turn taking, and intentionally noticing one another in this space.
 
Secondarily, the children are given the opportunity to practice and repeat a sequence of actions. Sequence of action is important in connecting one to their environment, and making sense of the world. We sequencing in our world every day, be it our coffee making ritual or the pattern of actions performed while getting into our car. Practice sequencing helps us understand patterns and allows the world to be a little more understandable, and therefore a little less scary. 
 
Lastly, “Fox fox what time is it” is a super fun game almost all children seem to love to play – and it can often end up self-sustaining, without an adult needed! (Especially if your children are 3+)  So next time you’re littles need that big movement, give it a go!

Safeguarding Imaginative Play

Written By Hillary Montouri , HFP Teaching Assistant

Photo: Hillary scribing stories of children’s sculptures.

Imaginative play in the preschool years is powerful! As parents, many of us know that children engage in this sort of play to explore and process new information and practice developing skills. Before parent-teaching or serving as an assistant teacher in the co-op setting, the importance and momentum of group imaginative play in the pre-elementary set left me feeling at once amazed and perplexed. What was my role as the adult? Was there a way to honor play and allow for authentic problem solving opportunities, but also keep the play safe and inclusive?

Working with Teacher Susan and other parent-teachers helped me clarify my adult role in the school setting. I watched, and then practiced the art of observing play carefully and minimally inserting myself when the group needed support in keeping interactions inclusive and affirming for each child.

Recently in the play yard, I had the opportunity to practice this kind of minimal intervention. A rich and exciting imaginative game was in full swing with four full-time players. Evolving underwater creature characters roamed the sea in a happy pod. I cheerfully watched, noting to myself that boisterous and energetic connections were being made among children who didn’t often play together so intensely. Then a shift occurred; three children grouped together all facing the fourth child. Gleeful character descriptions turned to strict rule making. I moved closer to better understand.

I observed the three children huddled together working collaboratively to create a scenario in which the fourth child’s character would be separated from the group. “Go! Go Away!” they said. I paused. It seemed important to make special note of how this fourth child interpreted and managed this change in play. The play too paused; all the children looked back and forth to one another to see what the others would do.

My intervention began when I noticed the fourth child break from her character and begin to seem distraught. My goal was three-pronged: I wanted to honor the world the children had created, provide the group of three an opportunity to work together in a new and special way they were craving, and create a space for the fourth child to re-join the play. I decided I needed to enter their play world seamlessly, but with a combination of silliness and credibility in order to re-direct.

Grandma Unicorn Jelly Fish swam onto the scene! I was the grandmother to the fourth child’s character. I had a very wacky voice and a horn as long as a human arm.  My grandchild needed to get back to her kelp forest, but she had lost her way. Could the other creatures help her find the forest before it was too late? Oh, and I needed to know more about their characters and their powers. Maybe after we found the kelp forest we could all go to the picnic table to draw and write about our characters?

All four children eagerly listened. One child briefly protested, saying she wanted to play with only some of the others. So, I too broke character for a moment. I told her I understood her want to play with a small group of friends; I felt that way too sometimes. However, at HFP, other friends were always invited. Then I flew back into character.

Once the four children began searching for the kelp forest and picking up new players and subplots along the way, Grandma Unicorn Jelly Fish swam away. I prepared to receive a set of artists interested in flushing out their characters at the picnic table.

 

Photos: Hillary engaged in a game of chase in which each child wields a trapping power.

Hawthorne Family Playschool’s Open House is Around the Corner!

   

We are having an Open House! Join us Saturday February 11th, 10am-12pm to check out HFP and meet our members.

Stop in, play, tour and…

  • Meet other co-op parents and play-schoolers
  • Learn how parents are involved at HFP
  • Chat with our Membership Director
  • Collect/fill out an application
  • Visit and play in our play yard
Quiz: How do you know you should come to Hawthorne Family Playschool’s open house?

Would you like to…

  1. Strengthen your parenting skills?
  2. Connect with other like-minded families?
  3. Nourish your family’s connection to nature?
  4. Create a more just and caring society?
  5. Learn alongside your child?

Would you like your child to…

  1. Foster strong friendships with children and adults?
  2. Love learning and going to school?
  3. Deepen their connection to nature?
  4. Learn to notice and celebrate differences, along with similarities?
  5. Connect with the nutritious food they prepare and eat?
  6. Play outdoors in a stunning nature-scape play yard, rain or shine?
  7. Grow more confident, caring and invested in everything they do?
Quiz results: If you answered, “yes” to any of the above, our program might be the right fit for your family!

For school hours, ages, and tuition information, click here!

HFP is located at 2828 SE Stephens St. in Portland. See you there!


HFP’s practice combines philosophy with action.

In an age in which teachers are pressured to teach academics, stripping learning from any meaningful context, HFP’s practice values play at the heart of our curriculum.

In an age in which face-to-face time diminishes along with the increase of screen time, we nourish children’s social learning as we assist them in gaining skills to build valuable relationships.

In an age of extreme individualism, we believe in the value of a caring and engaged learning community.

In an age in which parents of young children are exhausted and isolated, we bring families together for meaningful work, social engagement and support.

In an age of oppression– in which some people are valued yet many are not– we seek non-sexist, multicultural and anti-bias learning experiences through conversations, activities and materials that celebrate diversity and honor a range of people, cultures and experiences.

At a time when there’s a growing awareness of the disregard for our planet, we take seriously our role as stewards of the earth, nurturing children’s connections to the natural world.

HFP safeguards childhood so children may learn joyfully.