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The Butterfly Ball: Weaving Indigenous ways of being and knowing in Early Childhood Classrooms

Author: Sherry Duncan

One of the preschool aged children’s activities that is a favorite from when I was actively teaching in an early childhood classroom is the Butterfly Ball. Each spring, I would purchase a package of caterpillars from an online distributer here in Alberta. The kits are self-contained requiring just a little bit of work to set up.  The children are very eager to see the little green crawling critters. I often set up a station where the children can watch what is happening. We talk about what food they need and what they think is going to happen. At some point, the caterpillars form cocoons. It is very exciting. During this time, we read “The Very Hungry Caterpillar” by Eric Carl and guess what is going to happen to our caterpillars. We document their change on large white papers and the children become very excited to point out all the different changes that they notice. As the caterpillars begin making cocoons we discuss how the snow has melted and what are the signs of spring. We often walk the playground looking across the field for changes such as the green grass poking through, the buds on the trees and I am eventually carrying a bouquet of dandelions. I am always so honored because to a 3 year old, this is all they have to give and they choose to give it to me.

Occasionally a spider is found in the classroom and we discuss the best recourse for the spider. Loud voices of “squish it” and “kill it” usually give way to calmer voices of “let’s put it back outside” “it will help catch the flies and mosquitos” another child comments that “it will feed the birds”. A very brave 4 year old uses a cup to catch the spider while another carefully holds a piece of cardboard on top so it doesn’t escape. Then, we all march outside to find just the right place to let him go. It is decided that the tress will do fine. As the spider scurries to his new home among the bushes, the children cheer for his release and vow to save every spider going forward. We head back to school with the children commenting “I bet his mom was looking for him” and “that was cool”. I have noticed that the play often turns to bugs and snakes about this time as the children have now had something natural and real occur to spark their interest.

One year, I invited a local group to join our class. They have a curiosity collection of lizards, snakes and spiders. The children are mesmerized as they pet a tarantula and hold a corn snake. “You are so brave” one child says, “I’m too scared” says another. The children remind their classmate that It’s ok to be scared and with some encouragement, she pokes out a finger and touches the skin of the python. She giggles and is obviously so proud of her risk taking. I find opportunities to weave in songs such as “Itsy Bitsy Spider”,  “Slippery Snake” and “Lady bug Lady bug”. We do finger plays “There’s a fly upon my nose” and “5 little spiders”. I search online for myths and legends to share as part of our sharing circle. We use our drums to tap a rhythm to “Once I saw a butterfly” and we move our bodies to “Caterpillar Caterpillar”.

As our cocoons show signs of growth, eventually breaking open the children are elated to see that a butterfly now flits about looking for fruit to eat. We count them each morning and talk about what to do with them now that they have emerged from their cocoons. I know that we will let them go at the park and the permission slip has already gone out to the parents – but I lead the conversation to allow the children to think it was all their idea. Then, we go to the park with the sleepy butterflies in tow. What I know is that if you release them during the warmth of the day, they will sit on a child’s finger as they figure out they can fly … and the children are full of wonder and joy as they experience this beautiful moment with a butterfly…and then just like that, the butterfly flits away. The children chase them across the field waving and shouting  so long as if saying good bye to an old friend.

As you have been reading this experience dear reader, I hope that you have been noticing that I have naturally weaved in ways of being from an Indigenous perspective.  Teaching children about honoring Mother Earth is done when we released the spider, hatched the butterflies, noticed the changing of seasons. The circle of life is sacred often visualized in a medicine wheel. The acknowledgement of the changing of the seasons. seeing value in each little critter, honoring Mother Earth by noticing the beauty in the plants and nature which is all around. Weaving in myths and legends, using our drums to keep a steady beat. Releasing the butterflies at the park with their families. Weaving Indigenous culture, stories, music isn’t hard or tricky. There are many ways to engage children and if you look at what you are already doing, I bet you will be surprised at the places you could be more intentional.

With some thoughtful and deliberate planning, you too can be an Indigenous Ally and provide a rich curriculum that is inclusive of our local Canadian First People.