Remember the video from the beach…….the children were creating their own band?
Christina and I have been talking about a way to make this come to life. In the pictures below, the children are experimenting with instruments and making a plan with Christina. They are likely to perform at the upcoming assembly! There may also be a poetry component…stay tuned.
Filed under learning in action
The children have been very excited about our recent time discovering poetry. In the first part of the unit, I asked the children to enjoy poems from our poetry bin and select poems they like. When they were able to find their preferences, I then asked them to become a poet. We focused primarily on two strategies while writing poems. First, I asked the children to see everyday items with a “poet’s eye.” For example, a leaf may look like a tree. They were asked to sketch their item and describe it with a “poet’s eye.” Then, they dictated a poem to me with their sketch to inspire them. I have also asked them to describe items and then arrange their descriptions in a way that sounds good to their own ears. They were asked to think of music they like and how it sounds good to them. Then, we translated this idea to poetry. The Mother’s Day poem was done with this strategy. See below…
I love this poem!
Filed under learning in action
The chart below is a product of kindergarten thinking from two weeks. I invited the children to think about some of their activity during free time in the past. We spent time remembering the ball and slide on the playground, exploration with marbles, and their fun at the Children’s Museum in the ball exhibit. Then, the group spent time brainstorming things to do with the materials I supplied.
In the picture below, Cole and Jack take the challenge to get the marble to run from one end of the rug to the next. This is where Cole decided “wiggle” ramps might be faster.
William, Charles, Emma, and Farris from preschool join us to make balls.
“My lumpy one is being silly.” William
“This one is heavier and rolling better.” Charles
In the picture below, Avery is testing the balls he made out of tinfoil and play dough. The challenge is to find which of their own balls is the best “roller.”
Below. Cole is experimenting with the ball balance. He quickly decided to add two balls to balance a bigger ball.
Below Tess is using the balance with her own balls.
More dialogue from the process:
“Corie! Write this down…This clay stuff rolls better than this cotton stuff.” Jack
“Why?” Corie
“Mmmmm, because squishy doesn’t roll.. I guess.” Jack
“Maybe we should put tinfoil inside?” Avery
“This doesn’t bounce, but it goes fast.” Jack
“Does it roll straight?”
“… it just rolls”
“I need tape to make it smooth.” Dagny
“Corie! This is sliding, not rolling.” Dylan
“How can we get it to roll?” Corie
“Smooth?” Dylan
“My colorful one is heavier.” Tess
“The tinfoil slides more.” Avery
“I need to take these to the fix it station.” Cole
Filed under emergent curriculum, learning in action
Recently, we have asked the children to experiment with balls and ramps. This was inspired by some time on the play ground several months ago and their most recent trip to the Children’s Museum. They were instantly engaged in the balls exhibit. We are in the experiment phase and the class is in full enthusiasm. First, I asked the children to use marbles and blocks and gave them a challenge. Then, they were asked to experiment with different materials and in some cases they had their own questions they wanted to answer. The questions that the children agreed to investigate include:
How far can the ball go?
Which ball will go faster?
Here is a peek at the process so far……
During the marble run experiment:
“What if we put sides on it.” Jack
“It gets stuck on the hill!” Dagny
“How can we get it to go in the hole and not slide off?” Corie
“We need something to catch the ball.” Cole
With later experiments:
“Will it be more exciting with a bridge?” Cole
“We need a bigger ball.” Jack
“I think we need the curvy block.” Avery
“Can we slide the track over?” Dagny
“I have some ideas for this project!” Dylan
“Me too! Let’s put them together!” Tess
Filed under emergent curriculum
Lunch and snack can be the most confusing social time for young children. They know it is time for a meal, but eating, talking to friends, staying in their seat, and keeping an inside voice can seem like a lot to take in for children. Compare this to our own relaxed state as we eat and converse with colleagues or friends. For young children, there are often too many social cues to manage and meal time can raise their anxiety. This may be the time silliness is at its peak. Snack time has proven to be a perfect time to help children gain some of their skills in listening and sharing. I have found that giving them some parameters during this share time has allowed them to relax and eat with ease. The children take turns sharing something they want the group to know. The other children are asked to inquire about that person’s topic before moving onto the next person. They are also less likely to talk over each other with this routine.
Also, everyday at snack the children give thanks. They had the idea to modify the words with each season. I want to share their modification with you.
Original
Give thanks to the mother earth
Give thanks to the father sun
Give thanks to the plants in the garden
Where the mother and father are one.
Winter
Give thanks to the mother cold
Give thanks to the father moon
Give thanks to the snow and ice
Where the mother and father are one.
Spring
Give thanks to the mother sun
Give thanks to the father rain
Give thanks to the blooming flowers
Where the mother and father are one.
Filed under kids
At this point in the year, the children are ready for more advanced levels of thinking. In the picture below, the children are invited to play a simple card game called accordion. As they master the game, they are asked to add a new challenge.
Filed under learning in action
Recently, I invited the children to combine their imagination with problem solving. The activities shown below are shapes and units that help the children with mathematical reasoning. They are asked to create with units, shapes, or on a grid. When they are done, they are asked to return the pieces into the original shape (cube or other.) Both activities ask the children to work through a process of trial and error.
Filed under learning in action
