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DOUBLE TAP TO ZOOM WITH PHONE OR TABLET The Theories as a Framework to Support Children 13 childhood teachers to know and believe that children are indeed the “pro- tagonists” of their own learning, as shown in the following story. Constructing Knowledge The children discover a shiny object in the rock garden. This exciting find leads to a search for more “lost treasure” and a complex treasure hunt dramatization that goes on for days. The teachers offer pirate hats and eye patch props to enhance the children’s interest in becoming pirates in search of “the biggest hidden trea- sure ever found.” The children use shovels to bury treasure (small, gold-painted stones), cover them with dirt, and then immediately dig them up. They read pic- ture books about pirates and stories about hidden treasures and compare their own ideas to those presented in the stories. Bella thinks pirates bury treasure to keep it safe while Alex believes they bury it to keep bad guys from finding it. An argument occurs about the best place to bury treasure in the yard to keep it safe. Alex thinks behind the tree is best, but Alina believes inside the playhouse is safer. Alina: You have to have a map so you know where to find it (the treasure), like in the book. As the focus turns toward maps, the teachers offer real maps to support the chil- dren’s thinking and help them create their own treasure maps based on their theories and assumptions. Bella insists on making an “X” to show where to find the treasure. Alina: It’s called “X marks the spot.” The teachers bury a treasure that the children then find in excitement. Making Piaget’s Theory Visible in Play Throughout the pirate play sequence, the children negotiate, argue, and test new ideas and hypotheses. They learn about mapmaking, giving clues, the COPYRIGHTED MATERIAL Piaget Going on a Treasure Hunt, Argh