My intention was to spiral joy between the snails and children.

In my role as an educator I often set up provocations which invites children to engage in an experience simply because nature has provided a subject which can't be ignored. There's no connection to the present planning cycle or prompted by interest shared by a child, and if I had to explain why to a person of substance my answer would be 'My intention was to seek joy."

The provocation involved some garden snails which had graced their presence after a damp night within the outdoor space. They were observed exploring nooks and crannies with no agenda so I took it upon myself to plan their morning. An open invitation to explore a new environment in the comfort and warmth of an indoor environment, along with some fresh produce abundant in the vegetable garden.

The snails indoor encounter will only last a couple of hours before placed back in a nook or cranny that will keep them away from preying eyes for the remainder of the day. For the children the traces of the snails will be captured through images and voices.

When you listen as an observer a whole world of narrative is revealed through many languages within each child who chooses to participate. This is reflected through the exchange of dialogue, marks created through observation or interpretation and the relationship formed between subject and child.

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Through listening to children an educator starts to understand what captures their attention and what disconnects their focus.

The first group of children were invited to stand around the table and use their senses as a way to connect with our new subjects. They were not permitted to touch the snails but could start by sharing knowledge already established within the group from past experience in our outdoor setting or encounters away from the service.

Child 1 - “He’s eating it. I think I can hear a crunch.”

Child 5 - “This is slime. All their shells are the same.”

Child 4 - “He’s leaving footprints.”

Child 3 - “A turtle or tortoise has a shell.”

Child 1- “Crabs have one shell.”

Child 4 - “Hermit crabs pop in and out like a snail.” 

Child 2 - “When they go to the water their shell changes. Maybe a different brown. I would like to see a rainbow snail.”

The second group of children continued to base most of their knowledge around the shell and traces left upon the table as the snails explored their temporary environment. A pace that was slow enough for each child to collect their ideas and theories through discussions. Some children decided to use markers to express their interpretations whilst others were happy to observe our subjects.

The snails were not the only one leaving traces, a map of knowledge was forming around the table.

Imagine the centre of the shell as the single core concept based on one theory or comment. With each contribution from the children our spiral becomes bigger until new spirals started to form. As an educator I was able to identify similarities between the snails, the children and the environment in which they all lived in.

Child 1 - “My snail is going to a meeting in the city.”

Children have this amazing ability to bring their connection to family, home or community into their daily lives whilst in learning spaces. This can be observed in storytelling, role play, visual arts or through feelings and emotions. Empathy comes so naturally when other living things are present in our learning spaces.

Child 2 - “This is a snail with a baby in its tummy. That’s why it’s in the hospital; the baby’s tail is coming out first.”

Child 1 - “They can’t have a shell when they’re a baby, they're a slug.”

Child 2 - “I can’t tell if it’s a boy or girl as they don’t have eyelashes. A girl has long eyelashes, and a boy has short ones.”

Child 3 - “Mine is going to the baby one to cheer it up.”

Child 3 - “I think they like the drawings, but they miss their families.”

The snails were returned to their natural enviornment and were forgotten for the remainder of our day, and week to be truthful. This provocation was added to the program as a 'magic moment' but not extended upon. So many traces were left behind at the table but always assessible should the opportunity to explore snails, shells and spirals is discovered in some nook or cranny.