Joolone
@joolone.bsky.social
Drawing a line from the Royal College of Art to the heart of Early Learning. It turns out there’s nothing ‘child’s play’ about child’s play.
Pinned
Joolone
@joolone.bsky.social
· Mar 15
Epictetus pointed out that nature provided us with two ears and one tongue.
It’s such great balance, especially if you’re a teacher.
So, why is it,
when I’m teaching,
I frequently end up with five tongues and one ear?
It’s such great balance, especially if you’re a teacher.
So, why is it,
when I’m teaching,
I frequently end up with five tongues and one ear?
A Nursery child draws an elephant with wonderful succinctness.
A simple expressive line and perfectly judged areas of tone capture the imagination:
“I’ve drawn it for you…It’s sitting down and feeling sad because it’s the last day of school…and his trunk is crumpled up”
Utter Joy!
A simple expressive line and perfectly judged areas of tone capture the imagination:
“I’ve drawn it for you…It’s sitting down and feeling sad because it’s the last day of school…and his trunk is crumpled up”
Utter Joy!
July 17, 2025 at 7:04 PM
A Nursery child draws an elephant with wonderful succinctness.
A simple expressive line and perfectly judged areas of tone capture the imagination:
“I’ve drawn it for you…It’s sitting down and feeling sad because it’s the last day of school…and his trunk is crumpled up”
Utter Joy!
A simple expressive line and perfectly judged areas of tone capture the imagination:
“I’ve drawn it for you…It’s sitting down and feeling sad because it’s the last day of school…and his trunk is crumpled up”
Utter Joy!
Reposted by Joolone
That wonderful moment when a young child gives you a drawing and you realise they’ve handed you a window into their world of development - a synchronous exploration of motor control, marks, linear expression, writing, shape and space. Each nourishing the other.
Joy!
Joy!
November 16, 2024 at 5:14 PM
That wonderful moment when a young child gives you a drawing and you realise they’ve handed you a window into their world of development - a synchronous exploration of motor control, marks, linear expression, writing, shape and space. Each nourishing the other.
Joy!
Joy!
Reposted by Joolone
What do you give to life,
when life has it all?
The effort of being original,
is like a thank you.
Wayne Shorter.
when life has it all?
The effort of being original,
is like a thank you.
Wayne Shorter.
November 16, 2024 at 9:13 AM
What do you give to life,
when life has it all?
The effort of being original,
is like a thank you.
Wayne Shorter.
when life has it all?
The effort of being original,
is like a thank you.
Wayne Shorter.
Nursery child invites us into some thinking on shape and space:
“I’ve made a face do you want to see?
You turn the circle and the mouth can be happy or sad…
But I can’t decide if square eyes are happier than triangle eyes!”
We look, wonder and I see what he means.
Joy!
“I’ve made a face do you want to see?
You turn the circle and the mouth can be happy or sad…
But I can’t decide if square eyes are happier than triangle eyes!”
We look, wonder and I see what he means.
Joy!
July 12, 2025 at 7:32 AM
Nursery child invites us into some thinking on shape and space:
“I’ve made a face do you want to see?
You turn the circle and the mouth can be happy or sad…
But I can’t decide if square eyes are happier than triangle eyes!”
We look, wonder and I see what he means.
Joy!
“I’ve made a face do you want to see?
You turn the circle and the mouth can be happy or sad…
But I can’t decide if square eyes are happier than triangle eyes!”
We look, wonder and I see what he means.
Joy!
“I’ve drawn the Taj Mahal by a beautiful rainbow river”
‘They’re so beautiful’ I respond
“Do you know what the numbers are?” the child asks
“The doors?”
“No…they are the way I drew them,
I started with 1, I did 2, and 3 and 4 and 5 and 6
and then I glued them on the river”
‘They’re so beautiful’ I respond
“Do you know what the numbers are?” the child asks
“The doors?”
“No…they are the way I drew them,
I started with 1, I did 2, and 3 and 4 and 5 and 6
and then I glued them on the river”
July 6, 2025 at 6:35 AM
“I’ve drawn the Taj Mahal by a beautiful rainbow river”
‘They’re so beautiful’ I respond
“Do you know what the numbers are?” the child asks
“The doors?”
“No…they are the way I drew them,
I started with 1, I did 2, and 3 and 4 and 5 and 6
and then I glued them on the river”
‘They’re so beautiful’ I respond
“Do you know what the numbers are?” the child asks
“The doors?”
“No…they are the way I drew them,
I started with 1, I did 2, and 3 and 4 and 5 and 6
and then I glued them on the river”
“Those who desire to sing… find a song.”
Plato.
So much of teaching is finding your own voice:
a voice that inspires learners to discover theirs, and sing boldly themselves.
When I find my song, I’ll sing it with all my heart.
Plato.
So much of teaching is finding your own voice:
a voice that inspires learners to discover theirs, and sing boldly themselves.
When I find my song, I’ll sing it with all my heart.
June 28, 2025 at 7:30 AM
“Those who desire to sing… find a song.”
Plato.
So much of teaching is finding your own voice:
a voice that inspires learners to discover theirs, and sing boldly themselves.
When I find my song, I’ll sing it with all my heart.
Plato.
So much of teaching is finding your own voice:
a voice that inspires learners to discover theirs, and sing boldly themselves.
When I find my song, I’ll sing it with all my heart.
Nursery child simultaneously unpacks his thinking about number & the Montessori number bead box:
“The 5’s go 5, 10, 15
4’s go 4, 8, 12
3’s go 3, 6, 9
I haven’t done 6’s but I think they go 6, 12: I’ve been thinking about it,
and I haven’t thought about the 9’s yet”
Joy!
“The 5’s go 5, 10, 15
4’s go 4, 8, 12
3’s go 3, 6, 9
I haven’t done 6’s but I think they go 6, 12: I’ve been thinking about it,
and I haven’t thought about the 9’s yet”
Joy!
June 22, 2025 at 7:18 AM
Nursery child simultaneously unpacks his thinking about number & the Montessori number bead box:
“The 5’s go 5, 10, 15
4’s go 4, 8, 12
3’s go 3, 6, 9
I haven’t done 6’s but I think they go 6, 12: I’ve been thinking about it,
and I haven’t thought about the 9’s yet”
Joy!
“The 5’s go 5, 10, 15
4’s go 4, 8, 12
3’s go 3, 6, 9
I haven’t done 6’s but I think they go 6, 12: I’ve been thinking about it,
and I haven’t thought about the 9’s yet”
Joy!
A question that shadows every lesson:
At what point does my hand, meant to lift, hold pupils back?
At what point does my hand, meant to lift, hold pupils back?
June 21, 2025 at 7:03 AM
A question that shadows every lesson:
At what point does my hand, meant to lift, hold pupils back?
At what point does my hand, meant to lift, hold pupils back?
I love it when the Independent learners turn me into a waiter
...you know:
‘Are you enjoying your learning?’
‘Yes!’
‘Can I get you anything?’
...you know:
‘Are you enjoying your learning?’
‘Yes!’
‘Can I get you anything?’
June 15, 2025 at 6:50 AM
I love it when the Independent learners turn me into a waiter
...you know:
‘Are you enjoying your learning?’
‘Yes!’
‘Can I get you anything?’
...you know:
‘Are you enjoying your learning?’
‘Yes!’
‘Can I get you anything?’
A nursery child explores the Montessori Shape Boxes.
She intuitively engages with the properties of congruence, shape, colour, and magnitude, using them to create imaginative and varied designs:
“I’ve made a rocket, and there are lots of stars around — every star is going to be different!”
Joy!
She intuitively engages with the properties of congruence, shape, colour, and magnitude, using them to create imaginative and varied designs:
“I’ve made a rocket, and there are lots of stars around — every star is going to be different!”
Joy!
June 14, 2025 at 7:17 AM
A nursery child explores the Montessori Shape Boxes.
She intuitively engages with the properties of congruence, shape, colour, and magnitude, using them to create imaginative and varied designs:
“I’ve made a rocket, and there are lots of stars around — every star is going to be different!”
Joy!
She intuitively engages with the properties of congruence, shape, colour, and magnitude, using them to create imaginative and varied designs:
“I’ve made a rocket, and there are lots of stars around — every star is going to be different!”
Joy!
Play is a spark,
if you let it out of the box
it ignites ideas.
New thoughts arrive like unexpected guests.
Play wanders about our heads in ways we can’t predict and in places we forget to look.
Imagination is refreshed.
Best of all, it discovers things we could never dream alone.
if you let it out of the box
it ignites ideas.
New thoughts arrive like unexpected guests.
Play wanders about our heads in ways we can’t predict and in places we forget to look.
Imagination is refreshed.
Best of all, it discovers things we could never dream alone.
June 8, 2025 at 6:52 AM
Play is a spark,
if you let it out of the box
it ignites ideas.
New thoughts arrive like unexpected guests.
Play wanders about our heads in ways we can’t predict and in places we forget to look.
Imagination is refreshed.
Best of all, it discovers things we could never dream alone.
if you let it out of the box
it ignites ideas.
New thoughts arrive like unexpected guests.
Play wanders about our heads in ways we can’t predict and in places we forget to look.
Imagination is refreshed.
Best of all, it discovers things we could never dream alone.
Nursery child plays on the “Number Ten Study Rug” with Numicon
“You can make 10 with 5 and 5 and that’s fair but you can’t make ten with 6 and 6 “
“You can’t make ten with 7 and 7.”
He laughs.
“You’d have to squash a 7 down into 2 and 1 which isn’t fair … Or three!”
Joy.
“You can make 10 with 5 and 5 and that’s fair but you can’t make ten with 6 and 6 “
“You can’t make ten with 7 and 7.”
He laughs.
“You’d have to squash a 7 down into 2 and 1 which isn’t fair … Or three!”
Joy.
June 7, 2025 at 6:34 AM
Nursery child plays on the “Number Ten Study Rug” with Numicon
“You can make 10 with 5 and 5 and that’s fair but you can’t make ten with 6 and 6 “
“You can’t make ten with 7 and 7.”
He laughs.
“You’d have to squash a 7 down into 2 and 1 which isn’t fair … Or three!”
Joy.
“You can make 10 with 5 and 5 and that’s fair but you can’t make ten with 6 and 6 “
“You can’t make ten with 7 and 7.”
He laughs.
“You’d have to squash a 7 down into 2 and 1 which isn’t fair … Or three!”
Joy.
I see Play’s
magnificent fusion of
thoughts, actions and discovery
as a form of thinking in itself.
A primal language simultaneously abstract and concrete,
relishing the unexpected,
loved by mind, heart and body,
and birthplace to innovation.
magnificent fusion of
thoughts, actions and discovery
as a form of thinking in itself.
A primal language simultaneously abstract and concrete,
relishing the unexpected,
loved by mind, heart and body,
and birthplace to innovation.
May 31, 2025 at 7:11 AM
I see Play’s
magnificent fusion of
thoughts, actions and discovery
as a form of thinking in itself.
A primal language simultaneously abstract and concrete,
relishing the unexpected,
loved by mind, heart and body,
and birthplace to innovation.
magnificent fusion of
thoughts, actions and discovery
as a form of thinking in itself.
A primal language simultaneously abstract and concrete,
relishing the unexpected,
loved by mind, heart and body,
and birthplace to innovation.
Picasso transformed a bicycle seat and handle bars into a Bulls Head.
It’s been said a child could have done it.
I wonder,
isn’t the point the other way round?
We adults DON’T do it,
anymore.
Do we wish our children trade in these transformative powers for
‘adulthood’?
It’s been said a child could have done it.
I wonder,
isn’t the point the other way round?
We adults DON’T do it,
anymore.
Do we wish our children trade in these transformative powers for
‘adulthood’?
May 25, 2025 at 6:31 AM
Picasso transformed a bicycle seat and handle bars into a Bulls Head.
It’s been said a child could have done it.
I wonder,
isn’t the point the other way round?
We adults DON’T do it,
anymore.
Do we wish our children trade in these transformative powers for
‘adulthood’?
It’s been said a child could have done it.
I wonder,
isn’t the point the other way round?
We adults DON’T do it,
anymore.
Do we wish our children trade in these transformative powers for
‘adulthood’?
Nursery child: “I’m cutting out paper ‘spaces’ & putting them in a study box”
Spaces?
“Spaces are things in-between words, if you don’t have them the words get jumbled up”
Oh?
“Word spaces are real and not real, I’m making real ones for everyone to use between words”
Spaces?
“Spaces are things in-between words, if you don’t have them the words get jumbled up”
Oh?
“Word spaces are real and not real, I’m making real ones for everyone to use between words”
May 18, 2025 at 7:04 AM
Nursery child: “I’m cutting out paper ‘spaces’ & putting them in a study box”
Spaces?
“Spaces are things in-between words, if you don’t have them the words get jumbled up”
Oh?
“Word spaces are real and not real, I’m making real ones for everyone to use between words”
Spaces?
“Spaces are things in-between words, if you don’t have them the words get jumbled up”
Oh?
“Word spaces are real and not real, I’m making real ones for everyone to use between words”
Since my pupils are the main stakeholders in their learning, why plan it without them?
And, if I want them to drive their own learning, the sooner they’re in the driver’s seat, the more prepared they’ll be when the road is theirs to travel alone.
And, if I want them to drive their own learning, the sooner they’re in the driver’s seat, the more prepared they’ll be when the road is theirs to travel alone.
May 17, 2025 at 6:03 AM
Since my pupils are the main stakeholders in their learning, why plan it without them?
And, if I want them to drive their own learning, the sooner they’re in the driver’s seat, the more prepared they’ll be when the road is theirs to travel alone.
And, if I want them to drive their own learning, the sooner they’re in the driver’s seat, the more prepared they’ll be when the road is theirs to travel alone.
There are so many reasons why ‘finding time for focussed play’ is a problem worth solving…
May 11, 2025 at 6:41 AM
There are so many reasons why ‘finding time for focussed play’ is a problem worth solving…
A Nursery child picks fresh leaves & daisies and lays them out with careful attention to position and 1-1 correspondence.
She adjusts any spacial and numerical errors as she goes:
“Squirrel is making a picnic, all his friends get one daisy each so they don’t squabble!”
Joy!
She adjusts any spacial and numerical errors as she goes:
“Squirrel is making a picnic, all his friends get one daisy each so they don’t squabble!”
Joy!
May 10, 2025 at 6:56 AM
A Nursery child picks fresh leaves & daisies and lays them out with careful attention to position and 1-1 correspondence.
She adjusts any spacial and numerical errors as she goes:
“Squirrel is making a picnic, all his friends get one daisy each so they don’t squabble!”
Joy!
She adjusts any spacial and numerical errors as she goes:
“Squirrel is making a picnic, all his friends get one daisy each so they don’t squabble!”
Joy!
The idea, attributed to Marcus Aurelius, that ‘the soul is dyed by the colour of our thoughts’ seems, to me, very powerful.
We become ‘what’ and ‘the way’ we think.
As a teacher it really hits home when I see 35 young minds awaiting the influence of my thinking…
We become ‘what’ and ‘the way’ we think.
As a teacher it really hits home when I see 35 young minds awaiting the influence of my thinking…
May 4, 2025 at 7:29 AM
The idea, attributed to Marcus Aurelius, that ‘the soul is dyed by the colour of our thoughts’ seems, to me, very powerful.
We become ‘what’ and ‘the way’ we think.
As a teacher it really hits home when I see 35 young minds awaiting the influence of my thinking…
We become ‘what’ and ‘the way’ we think.
As a teacher it really hits home when I see 35 young minds awaiting the influence of my thinking…
A Nursery Child draws hearts, counting them as she goes:
“There are 34 children in circle time and I’ve drawn all their hearts.
I’ve got a heart too, so I’m drawing my heart as well”
‘One for each child’ I respond.
“Yes” she responds “Everyone has one heart, we have to look after them!”
Joy!
“There are 34 children in circle time and I’ve drawn all their hearts.
I’ve got a heart too, so I’m drawing my heart as well”
‘One for each child’ I respond.
“Yes” she responds “Everyone has one heart, we have to look after them!”
Joy!
May 3, 2025 at 6:50 AM
A Nursery Child draws hearts, counting them as she goes:
“There are 34 children in circle time and I’ve drawn all their hearts.
I’ve got a heart too, so I’m drawing my heart as well”
‘One for each child’ I respond.
“Yes” she responds “Everyone has one heart, we have to look after them!”
Joy!
“There are 34 children in circle time and I’ve drawn all their hearts.
I’ve got a heart too, so I’m drawing my heart as well”
‘One for each child’ I respond.
“Yes” she responds “Everyone has one heart, we have to look after them!”
Joy!
A Nursery child develops her skills in employing expressive line to capture our goats in the nursery garden.
The goats potter about.
“The ears drop down, the horns stick up”
She observes, hugs and feeds them between strokes of the brush.
“I want to make another drawing, and another, and another’
The goats potter about.
“The ears drop down, the horns stick up”
She observes, hugs and feeds them between strokes of the brush.
“I want to make another drawing, and another, and another’
April 27, 2025 at 6:04 AM
A Nursery child develops her skills in employing expressive line to capture our goats in the nursery garden.
The goats potter about.
“The ears drop down, the horns stick up”
She observes, hugs and feeds them between strokes of the brush.
“I want to make another drawing, and another, and another’
The goats potter about.
“The ears drop down, the horns stick up”
She observes, hugs and feeds them between strokes of the brush.
“I want to make another drawing, and another, and another’
I want to slow the curriculum down
so learning can breath,
experiences can be savoured,
thoughts turned over,
ideas become realities.
Why put my foot on the gas?
Better to immerse ourselves in the broader landscape,
enjoy the company,
take the journey well,
arrive richer.
so learning can breath,
experiences can be savoured,
thoughts turned over,
ideas become realities.
Why put my foot on the gas?
Better to immerse ourselves in the broader landscape,
enjoy the company,
take the journey well,
arrive richer.
April 26, 2025 at 7:13 AM
I want to slow the curriculum down
so learning can breath,
experiences can be savoured,
thoughts turned over,
ideas become realities.
Why put my foot on the gas?
Better to immerse ourselves in the broader landscape,
enjoy the company,
take the journey well,
arrive richer.
so learning can breath,
experiences can be savoured,
thoughts turned over,
ideas become realities.
Why put my foot on the gas?
Better to immerse ourselves in the broader landscape,
enjoy the company,
take the journey well,
arrive richer.
EYFS child describes the creative process:
“I made the stars by rotating triangles”
“I like drawing inside shapes to make them all different.
I love decorating the perimeter. It makes them like flowers.
Flowers are shapes with petals!”
Acrylic, collage, Pen on canvas.
“I made the stars by rotating triangles”
“I like drawing inside shapes to make them all different.
I love decorating the perimeter. It makes them like flowers.
Flowers are shapes with petals!”
Acrylic, collage, Pen on canvas.
April 6, 2025 at 6:30 AM
EYFS child describes the creative process:
“I made the stars by rotating triangles”
“I like drawing inside shapes to make them all different.
I love decorating the perimeter. It makes them like flowers.
Flowers are shapes with petals!”
Acrylic, collage, Pen on canvas.
“I made the stars by rotating triangles”
“I like drawing inside shapes to make them all different.
I love decorating the perimeter. It makes them like flowers.
Flowers are shapes with petals!”
Acrylic, collage, Pen on canvas.
“The best place to learn to drive is the driving seat.” my driving instructor told me, as I got behind the wheel.
“The vehicle’s twin controlled.”
It triggers the thought:
What about a duel controlled pedagogy where we put our children safely in Learnings driving seat…
“The vehicle’s twin controlled.”
It triggers the thought:
What about a duel controlled pedagogy where we put our children safely in Learnings driving seat…
March 29, 2025 at 7:58 AM
“The best place to learn to drive is the driving seat.” my driving instructor told me, as I got behind the wheel.
“The vehicle’s twin controlled.”
It triggers the thought:
What about a duel controlled pedagogy where we put our children safely in Learnings driving seat…
“The vehicle’s twin controlled.”
It triggers the thought:
What about a duel controlled pedagogy where we put our children safely in Learnings driving seat…
Nursery Child painting:
“It’s a Rainbow Flower. You need a rainbow seed to grow it, just like any kind of tomato seed makes a tomato plant’’
Me: “An apple seed won’t do then?”
Child: “No”
Me: “Or an orange seed?”
Child: “That’s it, you’re getting into this…I think you understand”
“It’s a Rainbow Flower. You need a rainbow seed to grow it, just like any kind of tomato seed makes a tomato plant’’
Me: “An apple seed won’t do then?”
Child: “No”
Me: “Or an orange seed?”
Child: “That’s it, you’re getting into this…I think you understand”
March 23, 2025 at 7:12 AM
Nursery Child painting:
“It’s a Rainbow Flower. You need a rainbow seed to grow it, just like any kind of tomato seed makes a tomato plant’’
Me: “An apple seed won’t do then?”
Child: “No”
Me: “Or an orange seed?”
Child: “That’s it, you’re getting into this…I think you understand”
“It’s a Rainbow Flower. You need a rainbow seed to grow it, just like any kind of tomato seed makes a tomato plant’’
Me: “An apple seed won’t do then?”
Child: “No”
Me: “Or an orange seed?”
Child: “That’s it, you’re getting into this…I think you understand”