In New Zealand, we call that special time of the day as mat-time. To me, I believe in the value of having mat-times. From my teaching experience, I have not heard any teachers voicing doubts about mat-time. Probably, due to the sociocultural framework of our Early Childhood Curriculum, Te Whaariki, we all share an understanding of the social nature of mat-times as an effective context for learning.
Of course, there are many other opportunities to promote literacy and numeracy; to learn about music and movements. However, mat-time is the only time for everyone to come together, teachers and children. And often, parents who come early to pick up also feel comfortable to join in. During the day, children have the freedom to choose what they want to explore and learn. Some may spend most of their time outside, whereas others may stay inside around areas of their interest for the whole session. Mat-time could be one of the few occasions children see each other during the day. In Quality Teaching Early Foundations: Best Evidence Synthesis, New Zealand ECE educator, Sarah-Eve Farquhar noted that interactions with diverse peers facilitate children's cognitive and social outcomes. During mat-time, children work with, talk and listen to others, not just their own friends who they have been hanging out during their free play time. As children learn in a social context, mat-time provides opportunities for peer interaction and collaboration, which supports learning and maximises outcomes.
In addition, mat-time enhances a sense of belonging and acknowledges contribution. It is a shared experience co-constructed by everyone. In my kindy, the Muslim parents don't want her girl participate actively in any music activities. But they have no intention to take her out of the mat-time. They want her to be part of the big kindy group. I reassured her that she could just sit and watch when we were singing and dancing. She participated through watching, as part of a group, which is what she wants. It's about the sense of belonging. I don't think it is a waste of time for her to stay at mat-time.
Similarly, some boys did not want to participate in dancing, and they claimed that boys did not dance. While I pointed out that boys do dance, I let them step aside and watch. Will they be better off be excused from the mat-time? I am not sure. Some children participate actively while others passively.
Of course, as a teacher, we need to take children's feedback about mat-time seriously. Why a child would say mat-time is a waste of time? He was honest with his feelings but he did not communicate why he felt that way. There could be a lot of reasons. Teachers need to be better aware of children's physical and emotional well-being when organizing mat-time. Be flexible and willing to modify the mat-time activities. On a hot day, I usually advised the children to have a drink before coming to the mat. On an extremely busy day after a fire drill and firefighters' presentation, teachers need to take into account that children are too tired and unable to sit still and would easily lost concentration. In that case, I would just have a short mat-time and incorporate more interactive components into my plan and involve children actively. I remembered a child used to say he wanted to go home rather than staying on the mat, when he spotted his mum coming through the door. I let him go ask his mum whether she wanted to join us on the mat. The child and his mum were happy to sit down with the group and we enjoyed the mat-time together.
It's about what lens we use to see the mat-time. In New Zealand, teachers tend to use a sociocultural lens, and we see the significance of social learning in a group. Alternatively, one may see the desire of individual children comes first. One may insist that children should have a choice, as mat-time activities are usually not initiated by children. However, teachers could possibly shift the balance of power to children by taking into account their interests when planning for mat-times.
As mat-time is an effective event to promote learning, I believe it is important that teachers focus on children's interests, rather than what the teacher wants to teach during mat-time. As the Australian early childhood educators say, play is learning. teachers should work harder to engage children, making mat-time fun, meaningful and relevant to children. I will talk about some mat-time activities I have done before in another blog Children songs, rhymes and games. You are invited to share ideas and contribute to this discussion about mat-time too.
