February 16, 2018

As we learn different songs and sing them in repetition, children are learning words, rhythm and the beat of each song.   The first response to music is through the movement of the body.  It helps them express their feelings of excitement.  In addition, music involves many different parts of the brain, so singing which includes music and language helps develop these areas.   We are learning a popcorn song and jump in the middle song.  It will take practice before we know the words well.  Practice and opportunities are the two keys that are important in the classroom.   I want the children to learn in fun and interactive way. 

Our guiding study of the year, The Identity of a Child, focused on the importance to embrace their individuality.  We extended our study to Family.  In this section, we discussed the different types of families and how each family celebrates together.  We are entering the third facet of our project, Buckle My Shoe Community (Peers and School).  Our first step to learning and understanding our peers and school, we visited classroom 3b.   The teachers are, Ms. Ada and Mr. Adam and the children are 3.5 - 4 years-old.  

We were curious and wanted to meet their pet rabbit, Pinky, and learn a few things about him. We all sat with them during circle time, sang a song with them, which involved some dancing, and some of the children from classroom 3b articulated what pinky likes to eat, his coat color, what he likes and doesn't like.  Pinky did not reveal himself; it seemed he was hiding in the kitchen area.   Our children were able to catch a glimpse of Pinky, under the stove! 

Our class seemed comfortable and ready to explore the environment. Observing and interacting with different hands-on activities, allowed the children to engage with a variety of materials.  The children had a fun, educational and interactive day in classroom 3b.

Edie and Remy were searching and saw Pinky under the stove!  Edie and some of the other children were still waiting for Pinky to come out from under the stove.  But it appears that Pinky was not ready to come out!

As Ellis (red shoe) explores the kitchen center, Pinky remains quiet under the stove! 

 Harry appeared interested as he observes the children exploring and building together.  He joins the group and seems comfortable as he engages with them.  It was amazing to see how the older children and Harry shared the space and took turns building.

The teacher engaged with Grayson as he explores and manipulates the Magna-tiles.  Grayson was giving him a square Magna-tile; however, the teacher was encouraging him to build with it on the light table.  Grayson placed it on the table and turned to the basket to get another.   He was a careful observer and participant in the activity he was involved.

I would like to introduce Shakira, a student, who will be joining us every Tuesday and Thursday mornings!

Harry discovers Pinky's cage and saw his food, water bottle, and some chewing toys.  

The children are familiar with this sensory activity, Cloud Dough!  The consistency of the dough is interesting to feel and hold. It can be powdery like flour one moment, and moldable (like damp sand) the next.   Rheya, Edie, and Edith scoop the dough with their hands or spoons to fill cups and small pots.  

We went on a neighborhood walk and saw cars, trucks, and sang some songs!

Highlights of the week:

Train tracks are not only fun but developmentally appropriate for young toddlers.  They are tools that help facilitate optimum child growth and development.  Last week I noticed Edith developing an interest in building the train tracks.   Each piece stimulates Edith’s imagination and creativity.  It also enhances problem-solving skills.   Edith created her own track configuration.   She carefully chose and connected each track.  She observed and focused on each track, making sure it fits.

Painting Valentine Wreaths!

Spanish!

Exploring the color blue using a Ziploc Bag, creates a sensory experience.  The children are not only internalizing the color blue but are patting, pressing and forming different imprints with their fingers.  They are also observing the various elements the sensory bottles contain, and how the materials move as they shake the bottles.

Edie looks at the paint and paintbrush but decides to explore with her hands.  As she explores with her hands, she is simultaneously exploring color and texture. Art opens up new worlds for young children and gives them a variety of experiences.  Early art focuses on using the senses to explore and discover how everything looks, feels, and smells, rather than creating a picture.  The process of squishing paint in their hands is interesting and fun for toddlers. 

During the week we do counting.  I always express to the children, "Let's do some counting today."  I put different, or the same items in a box and one by one we count how many are in the box.   Remy removed the different shape puzzle pieces from the basket but didn't get the puzzle boards that corresponded to the pieces.  She aligned the shapes and said, "Counting!" She began counting the shapes, 1-7

There were cups filled with feathers and tissue paper at the easel for the children to place them on the contact paper.  Harlow noticed her cup was empty and said, "More!"  Edith took the initiative and gave her some tissue paper she had in her cup. Learning to share can be a challenge for young children, but sharing is a skill they need for play and learning throughout childhood.  We can help children learn to share by giving them encouragement and opportunities to practice.   

Lego Print Painting!

As we sing different songs, we incorporate body movement, musical instruments, and finger puppets.  I decided to give the children an animal when we sang the Old McDonald song.  Some of the children were interested, and others just sang along without having a finger puppet.  During the song, each child made the sound of that animal.  It was interactive, in how they each incorporated their distinctive sound in the song.  Puppets can make music and creative movements more exciting and can increase children's communication, and social skills by providing opportunities to interact with them.  Manipulating puppets can be a positive way to encourage movement and practice gross and fine motor control. 

A box was brought in for the children to paint.  The teacher asked the children, "What color should we paint the box?" the children articulated the color red and blue.  Therefore, we had a vote to which color the box was going to be.   The question, "What color you would like to paint the box?" was asked to each child.  Red, won!   It is essential to acknowledge every voice and have the children understand that their view is crucial as we make decisions in the classroom.  

We are using the box to create a mailbox.   Each child will draw or paint a card and insert the paper into the box, for the children in classroom 1A; this is part of our Buckle My Shoe Community Project.  

A parachute can create soft, whispering sounds, and rippling noises, depending on how quickly it is moved.  It encourages cooperation, strengthens upper torso, refines perceptual skills, reinforces turn-taking and sharing, promotes social interaction, and enhances language development. The children were full of laughter as the parachute was lifted high up and slowly went down, and suddenly was lifted high up again! 

Mario’s grandmother, Martha, was our special reader this week! She read a book in which the words were in Spanish and English and another book that was entirely in Spanish. Thank you, Martha!!