Comments on: The Cute-Purposeful Dichotomy

By: Deb Frazier

Deb Frazier — Sat, 10 Mar 2012 15:18:02 +0000

I am not a fan of cute nor activity. I agree they seem to devalue the purpose behind the lesson. I have struggled to find a word to replace activity, thanks for investigating! As for cute… I am coming along with this word. It all started when I used the word as a joke to a colleague who held the same feelings about the word. As we threw the word around we began to realize cute only speaks to the ascetics of the investigation. It doesn’t have to devalue the purpose of the learning, it simply invites an audience and then the kids can explain the learning behind the investigation.

By: Julie McGough

Julie McGough — Tue, 14 Feb 2012 04:52:33 +0000

I too avoid the use of the terms “cute and activity” when working with or describing the things in my classroom. I view my classroom as a cognitive and physical environment. The thinking and learning of the students is the focal point.
In your example of measurement with the bears the children are thinking, manipulating, and discovering the concept of measurement. This is real purposeful work framed in a context that kindergarten children can manipulate with familiar objects. The thinking and learning that takes place can and will be applied to later learning opportunities because it is a valuable experience. Using the term cute may diminish the depth of the task.
Young children themselves can be described as cute at times. However, the child’s ability to think and learn should not be underestimated!
My background includes Montessori philosophy. Montessori believed in giving the child the scientific and/or real terminology when working with materials.
It is frustrating for me to see classrooms decorate in a cute way or develop a superficial activity to “go with” instruction. I have found that young children are more engaged when working with real objects and completing work that is valued. I want my students to engage in purposeful investigations that challenge their thinking so they can extend ideas to construct meaning, not participate because it looks cute. As educators we must trust the child and allow them to explore and learn!

By: kowedekind

kowedekind — Mon, 13 Feb 2012 22:58:15 +0000

Nicole,
I think you bring up a great point about cute. If the only purpose of something is that it’s cute maybe we need to re-look at it. But if it’s purposeful and cute—maybe not. I’m still thinking about all these issues of language. Thanks for pushing my thinking.

Kassia

By: kowedekind

kowedekind — Mon, 13 Feb 2012 22:55:51 +0000

Thanks for commenting, Melody.

I think you’re absolutely right on that “cute” and “activity” can hold different meanings for different people. I think the point that I wanted to get across is that I’m trying to be more purposeful and thoughtful in my language–and that maybe I’m too hard on words that I don’t associate with purposefulness.

I don’t think anyone is trying to offend me—that’s my not being clear in my writing or being to too tongue in cheek with “give them a piece of my mind” if that’s what came across.

Kassia

By: Nicole

Nicole — Mon, 13 Feb 2012 22:24:39 +0000

I have worked with young children for many years. The word cute often comes up. I think it depends on the school you work for, and the age of the children and what you are trying to accomplish. Cute seems to be a word that really is used by parents. They need to realize that all “activities” also have meaning behind them. I sometimes feel like when everything is labeled as cute, the real meaning of the lessen is not realized. As long as the children get something out of the lesson, and they do not mind things being called cute, it is all right. Make it meaningful for the children, they are who really matter.

Nicole

By: Melody Jacobs

Melody Jacobs — Mon, 13 Feb 2012 21:18:47 +0000

It sounds like you are an outstanding teacher, who is very aware and sensitive to her environment. We must remember that the problems we project usually stem from a problem in the way we view ourselves. Also, the average person may not be as smart as you are, and may not even recognize the general misuse of the their words “cute” and “activity” in a grammatical sense. When I think of “cute” and “activity” I think of happiness and structure. We all relate word association from our own past experiences; and I believe that even though you see these words as negative, others may not. To become defensive and judgmental of others who may simply be trying to compliment you in a way that they know how, is a bit irrational. If you get upset when someone is talking to you, maybe you can clarify with that individual the situation to better enhance your communication with them. But do not assume that everyone who uses “cute” and “activity” are directly trying to offend you!

By: Jenny

Jenny — Sun, 12 Feb 2012 12:54:36 +0000

Cute has such baggage with it. I think we are quick to dismiss cute when aesthetics are important. My classroom could not be described as cute and I am sometimes jealous of colleagues’ rooms because they look so much better. I can also be dismissive of all the things that make those rooms look better because they don’t seem powerful enough, meaningful enough, worth the time.

I guess I’m thinking there is nothing wrong with cute as long as the learning is meaningful. It would be interesting to have a better sense of how much ‘cute’ makes a difference in student engagement (or is it all about us).

By: Mandy

Mandy — Sat, 11 Feb 2012 20:23:28 +0000

You never lost me. I share the same thinking. I think the context you used the stuffed animals for was purposeful and gave meaning to the students for why we measure. The were engaged. We want to show reasons for using math and this did. Constructing their own beds would of been too much.

By: Lauren

Lauren — Sat, 11 Feb 2012 20:00:00 +0000

Having worked in Early Childhood for most all of my career, I do understand the dichotomy. I hate the cute and activity way of looking at the WORK that is being done. I think the problem comes in when the purpose is to be cute with a loose curricular application. I find that the moniker “cute” often undermines the value of what is being done. That being said, some of what they do is actually cute in that sweet, innocent, loving way that young children are. I work hard to avoid the word and recognize the intent behind the actions in my comments: “how thoughtful you are to consider my favorite color in the drawing.” “What great details you are adding to your illustration.” instead of saying “how cute!” After all, I want them to strive for higher goals academically and socially.