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They take on a sharper meaning in a new context. 19 IDEA LITERACY AND PE – CONTINUED 16 20 On another day, I talk about these words, ‘legs’, ‘arms’, ‘lungs’ and ‘heart’, and their meanings. I ask the children to stand and place their hands on their legs and arms; then on where they think their lungs and heart are. There’s often some useful discussion here. If I have multi-lingual children with me, I ask them to call out the words for their legs and arms, and then for their lungs and heart. I ask the children to draw their bodies, and to put labels on these organs, in whatever languages they choose: more than one, if possible.

Even some of the children who, in some schools’ parlance, ‘can’t write yet’ make marks that the adults interpret with the children’s help. 29 IDEA ‘VINCENT’S CHAIR’ 26 30 How can we make displays that draw the children into them? How can we make the displays more than static decoration? Those McDonald images have long been put away. What should be arranged in the classroom? First, I use postcard reproductions gathered from art galleries. Even the most modern art attracts and engages children’s attention, while many, if not most, adults dismiss it irritably.

The teacher turns the children’s attention one by one to the leaden, tumbling sky, to the furiously swaying trees, to the people, to the umbrella. ’ ‘Listen! What does everything sound like? Look at the road. Tell us about what the water looks like, what is it doing? Look at the water on the windows . . ‘ Once again, the nursery nurse, the parents and others are writing notes, and they will later be typed up, published and displayed. But by now, many of the children are able to make their own notes.

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