first grade, for me, was when the curriculum ceased to be play-based. the active life of preschool and kindergarten, with all of its hiding and seeking and cooking and dancing, became fodder for my daydreams as i plugged away at my little wooden first grade desk at what was unabashedly called “seatwork.” i resisted this stationary kind of learning so much that i almost failed the first grade, but in the face of at least eleven more years of school, i learned to expand my knowledge within the confines of the system. unknowingly, i separated the parts of me that were once beautifully integrated in childhood: mental and physical exercise. there were spelling tests and there was recess. there was long division, and there was sports practice. there was contemporary theology and there was jogging. as i was being created into a contributing member of society, there was evening, and there was morning for approximately 4,140 days.

as i was riding my bicycle on the greenline yesterday with the bird in tow, i lapsed into the guilty reflection that is common to upper middle class mothers. i calculated how many days i have spent formally acquiring knowledge in educational settings, and i came up with the above number. then i commenced to worry that “my brain is turning to mush.” i thought of my diplomas that are not framed in an office but are still tucked away in their little black folders between photo albums of my kids’ first years and behind a colorful butcher paper masterpiece that the monkey created at school. i thought of the staggering amount of guilt that is experienced as women like me, who have spent the majority of our lives doing “seatwork,” are plunged into the unfamiliar world of mothering, where equations and essays are irrelevant. i started plotting my next vocational move once the kids are in school, work that would justify my masters degree and present a reason to frame those diplomas. and then i remembered another stark contrast between life in educational systems and life as a mostly stay-at-home-mom: the former is future-oriented by design. the latter can only be fully embraced by living in the present.

i went on like this for an hour — enough time for the bird and me to ride to shelby farms and back into town. i reflected on the way that my life now involves so much physical activity — schlepping kids, groceries, and laundry, pushing the steam mop, averting disasters, rushing to disentangle the climbing bird from all manor of hanging garage tools. the seatwork smarty pants in me unleashed more judgement. “what a waste,” she said.

and then, miraculously, i remembered who i was in the first place, before the confines of first grade hit, before i spent 4,140 days compartmentalizing mental and physical excercise. i am someone who loves a play-based curriculum and an integrated life. and that is precisely what i’ve got right now.

so as the bird and i finished up our bike ride and went on to schlepp the week’s groceries, i laid the guilt to rest. perhaps mothering young children is a chance to return to a more natural state of being, a time to collect all of the scattered parts of me and put them back together.

Tags: diplomas, guilt, mental activity, physical activity, play-based curriculum, seatwork

This entry was posted on Tuesday, November 2nd, 2010 at 6:13 am and is filed under embodiment, family, guilt, having it all, judgement, seasons, teaching and learning. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site.