While sharing the completed door during reflection meeting, questions of how to enter were raised. Different ideas were introduced, including ducking and stepping over the yellow tape, as well as stepping in the middle of the tape carefully. This discussion led to the idea of creating signs on the door to inform the community. As a group met to work on the signs, Palmer wondered, “How do you close the door when you’re in the fire truck?”
Lucy: You pull the rope down.
Lucy pulls the rope that’s against the fabric and manages to bring it down, but this displaces the rope.
Lucy: Now we got to repair it again.
Teacher Susan: Let’s try it again. This time, let’s try to unhook the rope first.
Lucy: I can’t see it because the fabric is blocking it.
Palmer: I’ll help you.
Palmer unhooks and slowly releases the rope to close the door.
Lucy: I want to get out.
Palmer: I’ll do it.
Teacher Susan: Lucy, you wanted to get out and someone supported you.
Lucy: Palmer did!
Teacher Susan: She did! Palmer, you asked, “When you’re inside of the fire truck, how do you close the door?”
Palmer: By asking your friends for support!
Lucy: Palmer, you just answered your own question!
Lucy and Palmer thought this discovery was important to communicate. With Sammy’s support, they wrote and laminated three signs and connected them to the door.
This experience reflects the beauty that lies in the process of inquiry. By wondering, experiencing, and reflecting together, Lucy and Palmer realized and marveled at their ability to find a solution to a problem. Our classroom culture of collaboration is palpable when children feel empowered to contribute their ideas and support each other because they understand these actions will enrich our community.