January 18, 2019

Every morning we welcome all the children as they arrive. During circle time we sing our good morning song, and as we go around, each child articulates their name. The children are learning and expressing more words as they develop their language skills. Each interaction contributes to their language development; whether they are singing songs, responding to questions or engaging in activities.

Spanish, Cooking with Diane, and Music, are our weekly specialists. The afternoon children have Karate and Yoga. Each specialists promote a learning experience that contributes to their physical and cognitive development.

Spanish:

Cooking with Diane

The children tasted different fruits, Orange, Grapefruit and Pineapples.

Music

Yoga

Blocks

Leo: “Look, a bulldozer!”

Teacher: “I like the way you connected the hollow blocks! What is your structure about?”

Leo: “Its a train, Sandra!”

We measure the children's height with unit blocks.  On that day, Leo spontaneously selected the pillar blocks and aligned them.  When asked, he said, “I'm measuring myself!”

Children Wooden Unit Blocks have been the standard for the classroom because of their proportions, (length is twice the width, width is twice thickness). They facilitate the learning of spatial concepts and simple geometry. Building with blocks promotes skills that involve the whole child. Each child moves their muscles differently to build and create structures.

Some of the children have been discovering how different blocks feel in their hands, and about space and shapes. They develop ideas and interests of their own as they select the blocks he/she wants to use. They investigate the Hollow Blocks and Unit Blocks (pillar, double unit blocks, and half units) as they explore. Nathaniel did not express what his structure was about but continued putting them into precise adjustment. Size and shape are essential features that help children to decide how they want to build their structure. Blocks are stimulating and rewarding. They contribute to the children's creativity and imagination as they explore.

Nathaniel noticed that there were no more pillar blocks; therefore, he selected two double units and several half units. As he continued aligning them, he used his finger to push any blocks that were out of alignment.

Art

A painting experience stimulates children's brain, as they freely express themselves and develop their creativity. As he painted at the easel, Charles managed to spread the red hue across the paper. Everything he saw white, Charles covered it with paint. Cooper observed and added some gold color to the painting. Painting is not only about color and texture, but it also soothes the children as they work.

Rohan and Cooper had the opportunity to work collaboratively on the bubble wrap painting.

Process art allows children to explore and investigate color and texture. The children delved into the painting as they mixed tempera paint, glue, and salt. Some squeezed glue, whereas other painted or did both.

Anything Can be a Paintbrush: They explored painting with feathers, cotton balls, thin brushes, and Q-tips.

Sometimes, revisiting an activity makes the process more exciting.  The children placed purple strips in a parallel, horizontal or vertical formation on their paper.   Each art piece is unique and creative.

Teacher: “Leo, I noticed that you are placing the purple strips close together. What are you making?

Leo: “Those are women sleeping in the night and the day. When they wake-up they had a smile.

Teacher: “Who else is in the picture?”

Leo: “Just woman!”

Fireworks Painting, using recycled bathroom tissue rolls

Manipulative:

Leo and Cooper cooperatively were playing, as they connected and disconnected the blocks.

Teacher: “Rohan, what are you building?”

Rohan: “A tower!”

Rohan, was focused as he explored and manipulated the Lego Blocks.

Cooper and Charles did their first self-portraits. The teacher asked, “Where your hair, eyes, mouth, and nose are?” They each pointed and recognized where their features were before they maneuvered the writing tool on their self-portrait pads.

Hair

Nose

Ear

Mouth

Hair

Nose

Ears

Mouth

Self-portraits are drawn once a month. We sit one-on-one with a mirror, paper, and a sharpie marker. The mirrors encourage children to look closely at the shapes of their facial features. They observe and explore their image. As they look at their features: eyes, nose, mouth, and hair, they notice that each location and shape is different. For example, the direction of their nose is different from their hair. The objective of self-portrait is to learn about self-awareness and to recognize themselves.

Children utilize a tool to draw the self-portrait. The continuous movement helps and builds fine motor skills and bilateral coordination skills as well. The tool promotes the use of the pincer grasp and naturally strengthens the small hand muscles. Providing opportunities, practice, stimulation, and encouragement to refine their fine muscles will help them when they begin to learn to write.

Circle Time

Each morning we sing songs and talk about the colors we are wearing. What color are you wearing today? They look at their clothing and match a color or a similar shade from the painting sticks. We also did some counting. The children try to guess what was inside the box. After revealing the items (feathers), we counted them in English and Spanish. The number (8) in written form was incorporated, this helps them associate the numeral with the number of objects. They will gradually form a mental image, as we teach, and demonstrate numbers.

We do different things to transition from one activity to another. For example, the children's first letter of their names is written and articulated. Then we ask the children to erase the letter that corresponds to their name.

January 11, 2019

Songs we Sang:

• Mr. Muffin Man

• Bubble Gum

• ABC

• 5 Speckled Frogs

• 5 Little Monkeys

• Baby Shark

• If You’re Happy and You Know it, Clapp your Hands

• 7 days in a Week

• What’s the Weather?

• Buenos Dias

• Calabaza

• Un Pequeno Dedo

• Open, Shut Them…..

• The Wheels on the Bus….

• Mr. Sun

• You are My Sunshine

• Itsy Bitsy Spider

Books we read:

• My Colors Mis Colores

• Is Your Mama a Llama?

• A Big Guy Took My Ball!

• Don’t Let the Pigeon Stay up Late!

• For Just One Day

• Stick and Stone

• Hug Machine

• Don’t Push the Button

• Brown Bear

• From Head to Toe

• Maisy Goes to Preschool

• The Thank you Book

• A Pocket for Corduroy

• Mi Primer Libro de los Colores

• Mr. Brown Can Moo! Can You?

• Mi Primer Libro de los Numeros

Highlights of the Week:

We celebrated Oliver’s birthday together with his mother, Natalie and his grandmother.

Infant B and 1A joined classroom 1B, to meet our special visitor, Dr. Jackson, a Pediatric Dentist. She kindly came to talk about our teeth and how to brush them. She brought in a dinosaur, and all the children had an opportunity to brush his teeth with a big toothbrush. She also read, The Tooth Book by Dr. Seuss!

Art:

We are learning and exploring the color purple!

Painting with Q-tips on Construction Paper!

The children appeared to enjoy the sound the bubble wrap paper made, as they maneuvered the painting tools in a different direction. They slightly pressed the paper and gradually increased its speed as they heard a popping sound. They seemed curious, and we noticed how the children used their hands and fingers to press and POP bubbles. 

Rubber Band Snap Art Painting

They used construction paper, rubber bands and a toothbrush to create a beautiful work of art.

We promote socialization by encouraging children to play with one another, and we create activities that enable children to work collaboratively. Socialization is an integral part of early childhood. How children behave during play and how they respond to that behavior is essential to their social development. They develop independent behavior through the process of socialization.

Children have been painting their color of choice on a square canvas. Why did they choose that specific color? Can color enhance learning and influence the child's mood in the classroom? Exploring and enjoying the process of paint, enable children to create an art piece that makes them happy by using the colors that are inviting to them.  Those colors have some significance as they investigate while painting.

Using a colander and pipe cleaners is a way for children to work on their fine motor skills and hand-eye coordination. Rohan is focused as he gently tries to stick the pipe cleaners through the holes. 

   A sense of curiosity and interest stimulates young toddlers to engage with different materials.  Hands-on interaction is the primary element of investigating and discovering how the world works. Toddlers are learning about the properties of glue and examining what happens when something sticks to their hands, or it is left out to dry provides vital information that enables them to understand.  

Leo Shaftel: “It’s dripping!”

Teacher: “What’s dripping!”

Leo: “The glue”

Leo: “Glue sticks!. That’s a design, a woman sleeping on a paper!”

Manipulative:

As he/she grasp and manipulate the object with purpose, they gain experience that cutting with scissors requires them to use the thumb, index, and middle fingers separately from the pinkie, and ring fingers.   Opening and closing the scissors in a coordinating manner is a challenge for these young developing hands. Exploring with scissors promotes eye-hand coordination, a skill that is adapted when exploring with scissors. Providing young children with practice and opportunities will help to master the skill of using scissors and strengthen the small muscles.

Sensory:

The children were making Play Dough with Ms. Janet. We also had a special guest, Leo’s grandmother. She engaged with the children during play dough.

They used all the usual ingredients, flour, water, and oil. However, they did not add color to the play dough. Our goal was to observe the children as they interacted with the play dough and how color can make a difference.

During the week, we made play dough twice with the children. The difference between both is one is with color and the other colorless. We are experimenting on how color makes a difference in our interactions with materials.

We made play dough again but added color this time.

Clay is an excellent sensory material for children to investigate. This hands-on activity also provides tactile and visual experiences as they engage.  Each child has a different way to explore with clay.  They manipulate the clay in a way that distinguishes them from one another. Some touched, tapped, squeezed, poked, and flattened it with the roller while others shredded their clay with their small fingers. 

Leo Shaftel: “I rolling it!”

Leo and Cooper spontaneously engaged, as they rolled their piece of clay towards each other. 

James: “Happy Birthday cake!”

Leo: “Look, a Popsicle stick!”

Teacher: “What flavor is your Popsicle stick?”

Leo: “Chocolate!”

Reading Sessions:

Specialists:

Karate

Cooking with Diane

The children helped Diane mix cheerios, raisins and dried apricot, before enjoying the snack.

Spanish

Music

Yoga

Re-measuring our height with unit blocks

Leo is now 6 units, half unit and we added half pillar. Almost a complete unit!.

Rohan is now 6 units and half a pillar!

Nathaniel is now 6 units!



January 4, 2019

Welcome back everyone and Happy New Year! As we embark to the New Year, we hope to continue providing an interactive, fun and learning experience for all children. Children use play to drive their own learning and when young toddlers are allowed and actively encouraged to explore and follow their own interests, they develop an understanding of their actions. It is always important to keep in mind that there are different learning methods: music, building, drawing, movements……….etc.

We sang and read a variety of books. Spanish songs are always included. For example, Buenos dias and Un pequeno dedo are among the songs.

Highlights of the week:

Before going to the gym, I asked the children to sit on the brown rug, where the block center is.  They all sat together and made a small circle and waited quietly for the teachers' cue.  We sang one of their favorite songs before entering the gym, the Wheels on the Bus!   

Art:

We explore colors and painting every day. During our painting activity, the children selected one color to paint the square canvas.  Cooper observed all the colors and pointed and articulated, brown.   They each picked their colors.  I wonder why they chose that specific hue.  Why do children like certain colors?  Is color important?  Are particular colors speaking to children? Oliver articulates other colors, but he often chooses orange and smiles as he articulates the color. Can color be associated with a person's emotions?   

Painting at the small easel has always been a fun and interactive painting activity for the children. Some of them pointed and articulated their color of choice.

Leo: “I make imagination!”

Stained Glass Painting Project:

The first step to Stained Glass Painting, painting the wax paper.

Sensory:

Model Magic is a unique lightweight material, and it is soft and easy to use. The texture was inviting and intriguing, as Charles manipulates it with his hands and fingers.    Each time young toddlers manipulate the model magic, it adjusts and responds.  As Charles pressed the model magic, he made an imprint of his fingers.  Noticing the change on the material, he articulated the words "Wow!" 

Manipulative:

Dillon carefully joins two pegs together before pressing them to the pegboard.  He positions them in an upright position and presses down to secure them.  He continues to connect two before placing them on the board.  All young children have a different and natural interest in exploring and maneuvering objects.  These manipulative are designed to develop and strengthen fine motor skills.  The activity provides other learning areas, such as color recognition, counting, and patterning. 

Gym:

Circle Time:

During circle time we sang our good morning song and rolled a ball to each child, and as we articulated their names, they pulled out a sensory scarf.  Each child selected the color of their choice.   We also played a guessing game.  We used a small box and placed something inside.  The children had to guess what's inside the box. The teacher opens the box and reveals the items, "Pom Poms" we all counted eight pom poms in Spanish and English. We want them to acquire thinking skills and self-expression as they engage in play, games, and activities.

Paint mixing sticks were painted in different colors and placed on the wall. Each morning the children will be asked, What color are you wearing today? Then their picture will be placed on the corresponded color. We implement different methods for children to learn to recognize and identify colors.

We often talk about our facial features; therefore, we created a circle and the children gradually expressed the different facial features I needed to complete the face.

Leo B: “Sandra, needs one, two ears and earrings.”

Time to measure the children’s height with unit blocks:

Leo is now 6 units!

December 21, 2018

Each day children are growing, learning and shaping their personality.  As they engage with their peers, they learn to work together, understand each other, and respect their space.   They are learning to use their words, and each child is unique and creative. This classroom is a community of diverse learners and embracing their abilities is essential.  I am happy to be part of their growth and development.  

Songs we sang:

Good Morning Song-

• Hello, how are you?

• Good morning to you Leela, 3x, How are you today?

• Leela is here today, Leela is here today, everybody shout, Hooray! Leela is here today! (These are some of the good morning songs)

• The Muffin Man

• ABC

• Five Little Ducks

• Five Little Speckled Frogs

• Five Little Monkeys

You are my Sunshine

Mr. Sun (favorite)

What’s the weather?

There are 7 days in a week

Jump in the water in the………. (one of their favorites)

Twinkle, Twinkle Little Star (and many more)

The Wheels on the Bus

Head and Shoulders, Knees and Toes

If your Happy and You Know it Clap your Hands

Bubble Gum

The children are becoming more creative and verbal as they interact, build and connect with the different materials.

Happy Holiday!

Happy New Year!

Easel Painting has become very popular!  Children are articulating the color they want to paint with and creating different brushstrokes. Some selected the color they explored before, and others chose a different color. Leo lightly touched his forehead and nose with the paintbrush.  He seemed to enjoy the texture and warm the paint projected!   

Shake It Up! Splatter Painting

The children enjoyed this activity with black construction paper and light colors to enhance their painting. Painting is a way for children to explore colors. With Splatter Painting, we can experiment with different color combinations and make it a great color mixing activity. We used black construction paper, small marbles, and different colors. We placed everything in a box, and the children squeezed drops of the selected colors. The children were shaking and moving the box. They seem to enjoy the noise the dried marbles made. As the paint splattered on the paper, the marbles simultaneously formed distinctive, thick and thin lines. During each movement, some of the children peeked inside the box. They appeared curious and interested in how their actions changed their paintings. Different movements created different paintings. Each child has their unique style!

Exploring and painting plastic wrap.

When we introduced this painting activity to the children, they looked curious and intrigued; therefore, we deiced to repeat the activity.  

Leo: “Look, Sandra, I’m making circles!”

Leo: “I making eyebrows for the spider!”

As Nathaniel makes circular movements, he said, "I making a circle!"

Parents and relatives are always welcome to read to the children. 

We had a special visitor, Leo’s grandmother, Rosalie!

We welcome parents who are interested in enrolling their children at Buckle My Shoe into the classroom.  The parents and their children joined us in the gym and then during circle time.  We sang our Good Morning and several of the children's favorite songs.  It was fun and interactive!!

Each child at the Lego table was connecting and building a structure.  They focused and rotated each block to fit their structure! 

Leo: “A sailboat!”

Blocks are versatile, and children can build and create as they maneuver them. As Nathaniel was constructing, the teacher asked, “Nathaniel, I like the way you placed each block. What are you building?” He immediately indicates, “And people!” He smiled and continued as he maneuvered each people prop.

Observation is an essential method when a student appears focused as he/she engages with the materials. Each block or each construction is important to them as they build.

Nathaniel has been exploring and constructing with the Hallow Blocks during this week.

Spanish

Cooking with Diane: Mixing Chex cereals (corn and rice), cinnamon, and raisins. The children mixed the ingredients and enjoyed eating the Chex Mix!

Karate

Music

Yoga

Leo, shared snack with his peers, grapes and cookies!

We celebrated Leela's 2nd birthday with her mom.  We all enjoyed singing, "Happy Birthday" to Leela, had a special snack, and her mother read a story to the children.  She seemed to enjoy having her mother in the classroom and sharing this special day with the children and teachers.

Snow Theme Shaving Cream Exploration

Shaving cream is great for sensory exploration and provides endless opportunities for children to play and discover. Sensory play promotes many experiences:

-Sensory play encourages children to manipulate and mold materials, building up their fine motor skills and coordination.

-Sensory play uses all 5 senses, but the sense of touch is often the most frequent.  Toddlers process information through their senses; therefore, they learn as they explore.

-Is unstructured, open-ended

-Encourages imagination and creative play

-Develop social skills (taking turns and sharing)

-Language development (experimenting with language and descriptive words )

We are implementing different ways to demonstrate color, shape and counting in Spanish. It encourages children to see things from a different perspective. Showing and articulating the various objects on the laminated cards and revealing the object again by removable cards, promote curiosity and interest.

December 14, 2018

We read different books and sing a variety of songs each week (Spanish and English). Learning occurs as the children interact and engage with different materials and activities. They also learn from each as they work in pairs and groups. As teachers, we try to make learning fun and interactive. Learning is about understanding how everything works in our environment.

As we took a stroll in the neighborhood, we saw a variety of things. We talked about the different color and shape (big, small) of cars and trucks we saw.

We saw Christmas trees and talked about the color and how some are tall and short.

We saw a tall tree displayed with beautiful white ornaments.  The children observed the different decorations and articulated the name of some of them.  

We also visited the Balloon Saloon Store. We saw different color balloons in which the children recognized and articulated the colors. As we prepare to return to school, the children said, "Bye, Bye, balloons!" 

The children built and connected blocks as the teacher prepare the tables for lunch. 

Highlights of the week:

Art:

The children painted Snowy Owls using a brown paper bag, glued eyes, nose, and feathers. Their owls are going to be displayed at the Buckle My Shoe window. We are creating a wintry theme. Their owls look fantastic!!!

Some of the skills can be discovered and practiced while painting at the easel:

Eye-hand coordination- dipping the paintbrush in and out of the paint pot requires a steady hand, and a keen eye working simultaneously. This is excellent practice for toddlers, as the paint pots are held firmly in the easel pockets.

Small motor control- Holding the paintbrush itself and whooshing it across the paper in the direction they want it to go. Think of all the pre-writing skills they are learning just  by holding the brush! Also, dipping into pots hones the small motor control muscles.  
Creative independence- There are no rules when it comes to painting. There is no determined product. Just a process. The kind of art where children can create and have fun.

The children are painting on canvas, selecting two or three colors and using a painting tool of their choice, rubber-band art tool, paintbrush or pom poms. Each child is creating their specific canvas art.

It is essential to allow children to explore painting on different surfaces.  It stimulates their thinking process as they explore and discover different ways to delve into an art activity.   Flipping the tables over and painting plastic wrap intrigued the children.  They were busy painting lines, dots, or circles. We will have this art activity again next week for the children that did not have the opportunity to explore it. 

Manipulative Toys:

As children interact with manipulative, they experiment and investigate each piece. They select and rotate to design; this helps them visualize their creation. They like to explore materials, focus on each piece and manipulate each selection to produce a design.

Nathaniel: “Choo-Choo Train!”

James: “Train!”

As James added one more Bristle Block, he changed his structure.

James: “A tunnel!”

As Leo was singing, he walked to the manipulative center and connected four pegs. Leo continued singing but holding the pegs close to his mouth. It will seem that Leo created a microphone with the pegs! Children become more confident, creative, imaginative, and develop a stronger sense of identity through play.

Specialists:

Karate

The children are feeling more comfortable with the Karate Specialist.  They are building confidence and self-esteem as they progress in each session.

Spanish

Cooking with Diane

Bananas and Pineapples

Music

We celebrated Nicole’s Birthday this week! Nicole’s mom and grandmother brought in a special snack and read to the children. Happy Birthday, Nicole!!

Leela’s share snack day- she shared Clementines!

Rohan’s shared snack day! He shared muffins and clementines.

We had a special visitor, Leo’s grandmother!

Holiday Party, 2018

December 7, 2018

Different books were read:

• Little Blue and Little Yellow

• Manners Time

• Sharing Time

• Hug Machine

• Should I Share My Ice Cream?

• The Thank You Book

• Bear Says Thanks

• My First Chanukah

• Subway

• Jingle Paws

• The Napping House and many more

Songs we sang:

• Good Morning Songs

• Jump in the middle

• Where is Thumbkin

• Where is blue (A glove with different color on each finger)

• ABC

• Five Little Monkeys

• Five Little Speckled Frogs

• Five Little Ducks

• Muffin Man

• Bubble Gum

• Buenos Dias

• Un pequeno dedo

• Hasta Manana and more

This week was shared snack week. The children brought in a special snack to share with their peers. This promotes independence and kindness as they say thank you!

The children engaged and participated in different activities:

Exploring with model magic and adorning it with pipe cleaners and glitter. As Nathaniel interacted with the materials, he placed three pipe cleaners on his head.

Building structures with blocks enable children to maneuver, create and use their imagination as they place one block onto another.

Spanish:

The teachers, Spanish Specialist, and the children created a big circle with their hands, and as they go in the circle, it got smaller.  They are learning about big (Grande) and small (Pequeno) circles.

We counted different items during the week, and we counted in English and Spanish.

How many stars? 6

How many feathers? 5

Reading Session

Nathaniel shared snack: Raisins, crackers, and cheese.

Painting on mirrors

Leela: “Look circles!”

Exploring mirrors and geometric shapes.

Leo: “I made a silly house! It has lots of colors.”

Leo shared, clementines.

Oliver shared, Latkes!

Some of the children danced in the middle of the circle to one of our new songs, Jump in the water.

Leo: “I going to make a cake!”

Teacher:” What flavor?”

Leo: “Chocolate!”

Leo’s chocolate cakes!

Science Experiment:

Materials used:

Milk

Food Coloring

Dishwashing Detergent

Q-tips

The teacher applied some dishwashing detergent on the tip of a Q-tip and slightly touched the food coloring. It caused the color to spread and create a swirling movement. The children were amazed as they observed.

We will do this experiment again and each child will have the opportunity to hold the Q-tip and tap on a color.

We had a special visitor on Thursday, Oliver’s Mom, Natalie. She shared and put together a special Menorah, brought some dreidels, and read a book about Hanukkah. Thank you, Natalie!

Music!

We made a menorah out of Popsicle sticks.

The children placed the ornaments they decorated on our classroom Christmas Tree.

James shared snack: Clementines and crackers.

Yoga!

The children listened to a beautiful story about friendship and colors. A story about two friends, little blue and little yellow, and their new color represents a merging of their two individual colors, green. Little Blue and Little Yellow are friends, but one day they can’t find each other, and when they do, they hug and hug until they turned green. Although they do not stay green, they were still friends.

This unique storybook is useful both as an introduction of color blending and as a story of friendship and acceptance.

After the reading session, the children used paper plates to mix blue and yellow to create a secondary color, green.

Nicole shared yogurt, blueberries, raspberries, and granola!

Rohan’s grandmother came to visit the classroom and read several books to the children. We hope she returns soon!

We are making Snowy Owls out of brown paper bags to decorate our BMS window.

November 30, 2018

Social/Emotional Development

 Our guiding study of the year, Social and Emotional Development: Emotional development is learning to recognize and express feelings while social development is the process of learning self-expression and how to interact with others. They both begin from very early on. 

Toddlers are growing and developing and learning what feelings and emotions are, understanding how and why they happen, recognizing one’s feeling and those of others.  Children are exposed to different situations, and they manifest different emotions. Each child has their differences and similarities in how they express their thoughts and feelings.  It is essential to provide and develop effective ways of managing them.

We have been approaching and investigating different ways in which we are Integrating Social Emotional Learning throughout the Day in the Classroom:

• Make it a goal to start each day with a personal connection.  For example, giving a warm greeting to welcome each child as they arrive in the morning

• Give children opportunities to work with a partner and groups.  It helps children learn to cooperate and share the space they are working in

• They learn to share materials

• They learn to make decisions and respect each other’s decision

• Give them new words to say; for example, thank you and please

As the children are exploring, they are also recognizing and articulating their emotions. We are creating Emotions book! Each book will contain their different facial expressions: for example, happy, sad, surprised, and sleepy. Being able to recognize the feeling helps them to understand them.

Thank you for attending the curriculum.

Please take a little time to read and look at the different documentation we have displayed on the wall during drop-off or pick-up. Thank you!

Leo and grandma are painting at the easel.

Highlights of Week!

Happy Birthday Rohan!

Rohan’s grandmother came to visit us! We sang Happy Birthday to Rohan, ate a special treat, Halwa (cream of wheat, butter, and sugar), Rohan’s grandmother read some books, and we listened to some Spanish songs!

Rohan selects a book of his choice for grandma to read.

Sensory:

Providing opportunities for children to explore different sensory materials at their own pace, and in an unstructured way, enables them to have different experiences.  Flour exploration offers many benefits for young children.  The soft and light touch warms their hands and fingertips as they interact with the material. It is mold-able and sprinkle-able; the children can spread it, lump it, pat it, and pinch it; swirl it around, watch it fall through the gaps between their fingers, and rub it into their skin until their hands turn white!  They were making lines in the sensory table, filled and emptied cups — some of the children engaged for quite some time at the sensory table.

Painting with Sticks!

The children enjoyed creating different prints as they pressed the sticks onto the paper.

We are beginning to create our Holiday decoration!

Mirrors are more than just fun for toddlers; mirrors are an essential learning tool.  Looking in the mirror helps toddlers to learn to focus, track images and explore the beautiful things a face can do.  Mirror game fosters social and emotional development, as they interact. Even though Nathaniel is not verbal during his interaction with the mirror, we are responding to his emotional and physical cues.  These observations help us to have an idea of his interests in new material, or it also allow us to discover what new project we can create. I wonder what Nathaniel thinks as he looks in the mirror.  

As Nicole mixes the colors, she pauses to observe and then continues to mix them. Combining both colors creates a different color from the original hue, blue and gold. It seems Nicole is aware of the changes and is exploring colors as she paints.

.

Leo appeared sad when his grandmother left after curriculum day.  The teachers noticed Nathaniel giving Leo some of the animals from the manipulative center. It seemed Nathaniel was trying to make him feel better and it worked.  They both were articulating the different animals.  Children are gradually learning, recognizing, and understanding each other's emotions.  Also, they are taking the initiative to help their peers to feel better.

Cooking with Diane!

Salad (Red Peppers, Cucumbers, Chick Peas, Yellow Cherry Tomatoes)

Spanish

Music

Before lunch, we usually have a short circle time. today, we counted pegs and articulated the color and number of pegs that were in the container. (Yellow!)

November 21, 2018

The children participated and interacted in different activities. We sang and read different songs and books. This week we explored and read three new books, Bear Says Thanks, Sharing Time and Manners Time. They are excellent books that help young children to understand sharing, taking turns, saying please and thank you. These books relate to our curriculum of the year, Social/Emotional Development. Toddlers experience many emotions! How they recognize and manage their feelings, are an essential aspect of their development.

We are creating Emotions book! Each book will contain their different facial expressions. For example, happy, sad, surprised, and sleepy. Being able to recognize the feeling, helps them to understand them. The children are also engaged in working together by singing and acting out the motion of the song, Row, Row your boat! They each depend on their movements as they sway.

Emotional Learning throughout the Day in the Classroom:

• Make it a goal to start each day with a personal connection.  For example, giving a warm greeting to welcome each child as they arrive in the morning

• Give children opportunities to work with a partner.  It helps children learn to cooperate and share the space they are working in

• Work in groups

• They learn to share materials

• They learn to make decisions and respect each other’s decision

• Give them new words to say; for example, thank you and please

Highlights of the week:

Specialist: Music, Karate, Spanish, and Cooking with Diane

MANIPULATIVE TOYS:

Nicole selects two green and yellow blocks, and one red. As the teacher observed her, she wondered what color Nicole would choose. Nicole searched for a block in the basket, until she found the one she was looking for, red. Nicole created a pattern. Amazing!!

ART:

Watercolor Paper Towel Art

Various techniques in art promote a different sensory exploration and experience as children use materials. An excellent and simple way to add texture to a watercolor piece is with the use of a paper towel and crumbling it. Adding texture to their art with paper towel and watercolor, they can create an abstract painting.

As some children opened their paper towel after allowing it to dry, they noticed how colors spread and created light and dark tones on some parts of the paper. Using paper towels as a watercolor technique for texture enable children to explore and discover art in a different way.

Each artwork decorates and shows the artist in each child.

SENSORY:

Music and movement contribute to children’s overall development. It creates a current that enables them to transcend their minds to a happy place. Each experience is fun and meaningful for them. As they listen to music they clap, dance and sing. Row, row, row, your boat is one of the songs that we have children act out the motions of the song. Each group simultaneously moved as they held hands and allowed their bodies to feel the rhythm and beat of the song.

Each child brings his/her energy, movements, and participation in the activity; without one, the other cannot move. 

Different facial expressions to demonstrate their emotions.

Happy!

Happy

Happy

November 2, 2018

Young children are learning about the properties of glue and examining what happens when something sticks to their hands. The children are creating a Leaf Collage! A collage is a technique of composing a work of art by pasting on a single surface various materials.

The children applied or poured some glue on a square piece of corrugated cardboard. Then they spread the glue with a paintbrush. We allow them to explore the materials and let them apply them on the cardboard. They each investigated and responded to the activity differently.

Part of our curriculum is to provide music. Music and movement contribute to children’s overall development. Listening to and making music helps children's developing brain. Music calms their body during naptime and during a transition time. It creates a current that enables them to transcend their minds to a happy place. Each experience should be fun and meaningful for them.

Emily, our new music Specialist, filled the room with her beautiful voice, cheerful and friendly disposition. She invited children to sing-a-long her lively music as she plays her guitar.

Happy!

Social/Emotional development involves learning what feelings and emotions are, understanding how and why they happen, recognizing one’s feeling and those of others. As children grow and are exposed to different situations, they manifest different emotions. It is essential to provide and develop effective ways of managing them.

We are gradually learning about our emotions. Some of the children; for example, Leo and Rohan, are demonstrating their different facial expressions!

Silly!

Surprised!

Happy!

Sad!

Surprised!

The children are enjoying their first Karata session!

First Session of Yoga!

Spanish

Cooking with Diane: “Monster Mash!”

Seasoned Mash potatoes and shredded carrots

Texture Collage

Oliver and Rohan are selecting and pasting different texture on their white square canvas. They are sharing the space as they engage in this activity.

Rubber Band Painting!

The novelty of painting with various objects allows children to explore and experiment. It is always fun and exciting to think outside the box when you are creating art. Transforming items that can be turned into painting tools enable children to explore and discover new ways to paint. The rubber band art tool, inspire children to create big and small movements and make interesting marks on their paper. The tools enable children to develop different techniques and patterns as they maneuver the unique painting tool.

A collaborative Rubber Band Painting was created and displayed on the classroom wall.

Happy Halloween!

This special day, we welcomed all families to join us for our traditional Halloween Parade. During September and October, we noticed many of the children interested in Brown Bear, Brown Bear. After bringing this observation to the attention of the children, we decided to be, different animals. As we walked in our neighborhood displaying our fabulous and creative costumes, we visited a few places and then we returned to BMS, for our Party!

Aluminum Foil Painting, using different art tools.

We created a frozen block of ice that we filled with different insects. The idea was for the children to, "excavate" the items from their frozen state. The children suggested scissors and Popsicle sticks. Those items were given to them and had them explore and experiment if it worked. We knew ahead of time that these wouldn’t work, but we wanted the children to try them out and discover that for themselves. There was no success! However, there will be a part two of this experiment. 

As the children touched the ice with their hands and fingertips, James noticed that part of a worms body was not in the ice. He pulled and pulled until it was out from the block of ice.  He appeared excited!

October 26, 2018

Children Wooden Unit Blocks have been the standard for the classroom because of their proportions, (length is twice the width, width is twice thickness).  They facilitate the learning of spatial concepts and simple geometry.   Building with blocks promotes skills that involve the whole child.  Each child moves their muscles differently to build and create  structures.

Leo explored and discovered different shapes in the block area. He appeared to be interested in the pillar blocks. Maneuvering and touching each side of the block, helps him build with confidence. He maintained a steady grip as he carefully placed one on top of another and formed a vertical line.

Teacher: “What is Leo building?”

Leo: “A tower!”

Teacher: “Who lives in the tower?”

Leo: “People!”

Teacher: “What are the people doing in the tower?”

Leo: “They are playing with the Jack Hammer!”

He then changes the blocks position, “Look, a skyscraper!”

We sing a variety of songs in the classroom; Jack Hammer is one of them.

Playing with toys is an essential part of a child's development. The railroad system can provide a great stimulus for creative play. Train tracks are innovative, they promote problem-solving, imagination, language, socialization, and fine motor skills. Straight, curve and bridge style tracks help children to put train tracks together and put them in different ways. It is limited to his/her imagination. Connecting the tracks, children will be able to understand that the train can move forward and increase the speed of a train movement.

Each piece stimulates Nathaniel’s imagination and creativity.  It also enhances problem-solving skills.   Nathaniel created his own track configuration.   He carefully chose and connected each track.  He observed and focused on each track, making sure it fits.

Young toddlers are instinctively motivated to grasp and feel blocks. They explore and discover different shapes in the block area.

It was time to create a face for our class pumpkin! Therefore, we voted on three different shapes, circle, triangle, and square. Using white paper, we cut small pieces of each shape. They were placed on a yellow tray and during circle time, we asked the children to select the shape they want.

Circle won!

Teacher: “What is Sandra doing?”

Leo Billig: “She’s cutting!”

Teacher: “Why?”

Leo Billig: “To see what’s inside the pumpkin!”

Teacher: “What shape is the nose?”

Leela: “Circle!”

Teacher: “Is the nose big or small?”

Leo Billig: “Small!”

We asked the children, “Can you show me the face the pumpkin has.” Leo immediately demonstrated the facial expression.

Spanish: She read a story about emotions and colors!

Cooking with Diane: “Magic Potion!”

Apple juice and grape juice mixed together.

These manipulative are aimed to develop and strengthen fine motor skills, color recognition, sorting, counting, and patterning. Pegs foster the pincer grip (a small object held between the thumb, index and middle finger).

Counting Pegs:

We put some pegs in a box and counted them during circle time. We counted first in English and then in Spanish. Counting is not only articulating numbers but understanding the concept of numbers. Utilizing moveable objects such as counters, blocks and small toys, makes number activities fun and easy to learn.

Painting with Balls (Part of our Social/Emotional Project)

The art activity involved the upper body as the children focus on rolling and pushing the sensory ball with their hands. They each selected the colors, and as they moved the ball back and forth, the ball left a trail of painted dots as it rolls across the paper. The children enjoyed this activity since it involved paint and movement. Concentration and eye-hand coordination are two crucial elements that kept the ball moving back and forth. Another important aspect of the activity is that the children worked as a team to create fantastic artwork.

Oliver appeared uncomfortable touching the paint with his hands or perhaps it was the sensory ball covered with paint. We provided different paintbrushes for Oliver to explore. He selected a sponge-like brush and pushed the ball with the art tool. As children interact with materials, it is essential for them to feel at ease as they engage.

Ice Painting:

Ice painting is a combination of science and sensory exploration. We poured some tempera paint in an ice cube tray and allowed it to freeze overnight. The children used square pieces of corrugated cardboard to explore the colors. They seemed curious as they investigated the paint with their hands and paintbrush. Some tried to crush the ice cube with the paintbrush, whereas the others, tapped gently. We will continue this activity next week..

Nathaniel: “That’s hard!”

Leela:”Cold!”

Water Exploration with cups, sponges, and submersible lights.

Exploring Rubber Band Painting:

Each child maneuvered and manipulated the new art tool differently.

We went for a stroll and we noticed a familiar truck. We asked the children what it was. Both Leo’s yelled out, bulldozer!

What color is the bulldozer?

Leo Shafter: “Yellow!”

How many wheels it has?

Leo: “Two, wheels!”

October 19, 2018

As we engage, interact and formulate different circle time activities, the children are learning to articulate their peers and teachers names, and understand our usual routines. We are observing how the children are adapting and expressing their interests or disinterests. Their pace helps us as teachers to understand their disposition.

Songs that were sung during the week:

• ABC

• Mr. Sun

• Johnny works with one hammer

• Mr. Muffin

• Head and Shoulders, Knees and Toes

• The Wheels on the Bus

• What the Weather?

• There are 7 Days in a Week..

• 5 Speckled Frogs, Ducks and Monkeys

• Baa Baa Black Sheep

• Blow-up a Balloon…..

• Old MacDonald

• Row, Row, Row Your Boat

• You are My Sunshine

• Where is Thumbkin…..

• Where is Blue…..

• Row, Row, Row your boat

• Twinkle, Twinkle Little Star

  We also read a number of books!

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Highlights of the Week:

Exploring Bubble Wrap Paper with our Feet!

Investigating and learning through sensory exploration with their feet enhances children’s stimulation of the environment. The children appeared curious and full of wonder as they walk back and forth. Every step they take is helping them to understand the feeling on their feet. They walk a slow and a fast pace and notice that the popping sound changes. They looked intrigued as they walk. Leela attempted to use her toes to press down but did not hear a popping sound. They discovered and learned that speed changed the sounds and that they were able to control that sound by increasing and decreasing their walking pace.

Exploring fingerpaint paper using fingerpaint:

The paper It is different from ordinary drawing, construction and painting paper. The texture and thickness of the paper are different. Fingerpaint paper has a glossy look; it creates a smooth and shiny appearance. The paint also has a different texture from tempera paint.

Blocks:

Young toddlers are instinctively motivated to grasp and feel the blocks. James explored and discovered different shapes in the block area. Maneuvering and touching each side of the block, helps him to build with confidence. He builds his first block structure!

James: “Go, Go, Car!”

I wonder why James selected these blocks!   Perhaps the shapes intrigued him, how they felt, or were these blocks easy to grip?   Respecting his choice and his structure is an important part of his development.     It will encourage him to continue creating other structures using unit blocks.  James interests, curiosity and exploration will increase as he pursues engaging at the Block Center and gradually explores other shapes to build and rebuild structures. 

The children were boats as they moved back and forth and sang, Row, Row your boat.  We are creating different activities for the children to work in groups or pairs.  It will give the children an opportunity to share, take turns and respect their space.

Spanish

Cooking with Diane: Red and white grapes mixed with lime and lemon dressing

The children are still enjoying the game pom, pom drop. They appeared curious and interested as they insert the pom pom through the bathroom tissue roll.

The strainer and pipe cleaners are also popular in our classroom. Both activities promote color recognition, hand-eye coordination, and fine motor development.

Exploring and Making OOBLECK!!

Oobleck incorporates both science and sensory exploration; is a substance that's somewhere between a liquid and a solid. It pours like a liquid but acts like a solid when you squeeze it. Spoons were available for the children who were reluctant to interact with the material. The children looked curious and explored the properties slowly by dropping their hands into the oobleck, feeling and squeezing its texture. They touched, tapped and squeezed the oobleck using their hands and different utensils. Nathaniel smiled and appeared intrigued as he touched the oobleck with his hands.   The children did not use descriptive words to describe the composition, but their nonverbal language indicated how excited, curious, and interested they were.  The children moved their fingers through the mixture slowly and then tried moving their fingers fast. They noticed that they had to apply more strength and movement to scoop some oobleck in their hands.  The stimulus prompted a calm and soothing disposition.   The activity promoted fine motor, language, sensory, and cognitive skills. 

Ball Painting!

We are forming activities for pair and group work. As they engage, they learn to understand, use language, take turns, and respect their space.

Nathaniel: “Leo, pass it to me!”

Leo: “Team work, team work!”

Gym:

Movement

October 12, 2018

Among the books we read and songs we sang are:

• Hooray for Hats- A book that the children are beginning to enjoy listening to. It’s a book about friendship and how we could make a friend feel better, when they are sad.

• Subway- favorite

• Brown Bear- favorite

• From Head to Toes

Songs:

• ABC

• Wheels on the Bus…

• Mr. Sun

• Where is Thumbkin?

• Watermelon

• Five Little Pumpkins Sitting on a Gate

• The Itsy Bitsy Spider

• There are 7 days in a Week

• What’s the weather?

• Baa Baa Black Sheep

• Muffin Man

• Twinkle, twinkle little star

Highlights of the Week:

Colorful Clay:

The colors and flexibility of the clay promote curiosity and interests. This Air Dry Clay comes in a variety of colors. The plasticity of the clay provides a way for children to manipulate and examine its texture. The clay is ultra light and soft. It is flexible, malleable and colorful. If the clay is left to dry in the air for 24 hours, after being dried, it doesn't deform or crack. It will feel like the sponge!

Specialists: Spanish

Cooking with Diane:

Diane made with the children apple, pear with lime and orange dressing.

We went to buy our Class Pumpkin and also enjoy a neighborhood stroll. We saw big and little pumpkins. The teacher selected two big pumpkins and asked the children, “There are so many pumpkins, which one should we choose?”

Before lunch, we usually have a brief circle time. Today the teacher wrote and articulated the first letter of each child's name. This activity promotes recognition and identification of letters. They will erase their correspondent letter, wash hands and have lunch.

Leela

Nathaniel

Exploring the pumpkin!

We talked about the color, shape and texture.

Oliver cautiously touches and taps the pumpkin.

Leo: “Look, ghost!”

The children are painting a box for a particular project that will be displayed on our classroom wall. 

The handprint activity is a tactile experience! As the paint is applied to their hand, they feel the sensation of the paint: cold, warm, smooth and for some children it tickled. They selected the color for their handprint. Once they are covered with paint, they gently stamp their hand down onto the paper and make an imprint of their hand.  All hands are unique and different. The handprints will be displayed next to their self-portraits.

Painting Pumpkins!

The painting activity creates a different kind of surface for paint exploration.  Orange and black colors were provided as choices to paint a small pumpkin with indented ridges running from the top to the bottom of the pumpkin.   Some used their hands to continue covering the pumpkin with paint.  Art engages children’s senses in open-ended play and supports the development of multisensory skills- participating in more than one sense at a time.  Promoting sensory exploration and stimulation helps the children to understand the environment as they receive information through their five senses (smell, touch, hear, see, taste).

Painting:

Making colored sand!

We used ordinary sand and powder paint. The children shook and squeezed the Ziploc bag to mix them. 

We made slime!! The students were amazed, curious and fascinated by the unusual texture. Some of the students did not want to explore it with their hands but only with their yes. They need to feel at ease before exploring it hands-on.

Today the children explored….

As the children explore different painting tools, they learn to maneuver their hand and fingers as they paint. They produce strokes, in a way that distinguishes them from one another.

The teacher was going to place a paper on the easel; however, she noticed how Leela was painting on the mirror with the paintbrush. This open-ended art activity is all about the process. The concept “Process Art” applies to young children because it’s how children learn, allows them to be themselves, make their own decision, and most importantly, create! Leela projected different strokes on the mirror. As she sees her reflection, she also sees the different strokes she has painted. She sat and stood up to paint. They learn what happens when they move their hands and arms sitting and standing.

Tissue Paper Collage Continues:

A two-step process, pasting and placing tissue paper on a white square canvas.  The children become creative and imaginative as they put each square in the area of their choice. 

Investigating Color Clay as they press and pat the clay!

Some of the children participated in making red play dough!

Circle Time:

The children enjoyed touching, patting and squeezing the bean bags. We talked about the colors and shape of the bean bag.

Manipulative:

James seemed to enjoy building and rebuilding with the Magna-Tiles.

Exploring musical instruments!

October 5, 2018

The children are learning as they play and interact with their peers and materials. They are gradually adjusting to the routines and schedules of the classroom. This week we started our self-portraits, and it will be a monthly routine. Self-portraits are drawn once a month. We sit one-on-one with a mirror, paper, and a sharpie marker. The mirrors encourage children to look closely at the shapes of their facial features. They observe and explore their image. As they look at their features: eyes, nose, mouth, and hair, they notice that each location and shape is different. For example, the direction of their nose is different from their hair. They learn to recognize themselves.

Also, self-portraits are not only about who they see in the mirror but also about their surroundings. They may include mom, dad, siblings, and pets. As the month’s progress, self-portraits will gradually change. Children and teachers will see how they are changing and growing. Children self-awareness and self-identification are displayed as they progress in their self-portraits. Each of our faces will vary in shape and proportion because we are all unique individuals!

Children utilize a tool to draw the self-portrait. The continuous movement helps and builds fine motor skills and bilateral coordination skills as well. The tool promotes the use of the pincer grasp and naturally strengthens the small hand muscles. Providing opportunities, practice, stimulation, and encouragement to refine their fine muscles will help them when they begin to learn to write.

We also started a schedule for all the children to have an opportunity to feed the fish. Caring for a small pet, such as a fish, can provide young children with the opportunity to learn more about animals.  As preschool teachers, we know that young children are engaged and learn best by doing.  We can certainly teach about animals through books and pictures; however, they can learn more when they can interact with one.  They can learn about caring for animals and the responsibility that goes with it.

Among the books we read and songs we sang are:

• Brown Bear, Brown Bear

• Subway

• You Are My Sunshine!

• Five Little Speckled Frogs

• No, David!

• Pete the Cat, I Love My White Shoes

• Pete the Cat, Five Little Pumpkins

• Hug Machine

• Touch and Feel, Halloween book! among

Songs:

• Johnny works with one Hammer..

• Head and Shoulder, Knees and Toes…

• The Muffin Man

• ABC

• Five Little Speckled Frogs

• Five Little Monkeys

• What is red? Color Song

• Twinkle Twinkle Little Star

• Where is Thumbkin?

• Mr. Sun

• Old McDonald Had a Farm….

• The Itsy Bitsy Spider (English and Spanish)

• The Wheels on the Bus go Round and Round…
  

Happy Birthday, Leo!

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We celebrated Leo's 2nd birthday with his mom. We all sang “Happy Birthday” to Leo, shared a snack, and his mother read a story. Leo seemed to enjoy having his mom in the classroom and sharing this special day with the children and teachers.

Art:

Clothespin and Cotton Ball Painting!

The children appeared interested and curious as they pressed paint onto the paper with the new art tools, a clothespin and cotton ball. James seemed to enjoy the activity. He worked there for quite some time engaging with the materials.

Creating Pumpkins using paper plates and their handprints!

The children were partnered in this wonderful activity, Texture Collage.

Specialists: Every Tuesday we have Spanish and Cooking with Diane!

The children were mesmerized as they listened to the words and different songs in Spanish.

The children participated and enjoyed the special snack, apples, oranges, and lemon juice mix, which Diane prepared with the children.

She demonstrated the core and seeds of the apple to the children.

Pom Pom Storage Activity:

The children are working on their fine motor skills. They are also working on counting, color, grip the pom-poms and push and pull them out. We talked about when the bottle is full or he/she has half-left to fill and talked about big and small pom poms, compare sizes.

Circle Time:

Reading stories, singing songs using finger puppets, and learning colors using a painted glove, enable children to absorb language, colors, and numbers in a fun and interactive way.

Self-Portrait:

Nathaniel: “I working!”

Leo

The children have enjoyed many reading sessions listening to Brown, Bear, Brown, Bear!  Therefore, this year Halloween's theme will be Brown Bear, Brown Bear.  We printed and laminated the animals from the book and during circle time they each selected the animal of their interests. 

Pom Pom Drop:

Recycling activities introduce young children that the materials used are part of our environment. This activity promotes one-to-one correspondence, counting, color recognition, size (small and big), fine motor skills, and geometry (round shape). Paper roll and different size of pom-poms are excellent materials to explore the hypothesis, “Will this pom- pom fit and drop?” The children eagerly continued inserting and releasing them into the opening. They appeared amazed and smiled as they noticed the pom poms went through the opening. I wonder if they realized that the opening of the paper roll and the size of the pom-pom makes a difference for a pom-pom to drop.

Magna- tiles are versatile learning manipulative they strengthen motor skills including pincer grip, which is so crucial to fine motor development control. These magnetic building tiles are innovative, colorful, and vary in shapes to build and rebuild different structures. Children will develop spatial and tactile skills, and learn basic shapes, and patterns. They foster critical developmental skills, imaginative play, and creativity.

Nicole began to explore and manipulate the Magna-Tiles. She maneuvered them and aligned them horizontally. She worked there for quite some time engaging with the manipulative.

James explores, creates and manipulates the Magna-tiles. He carefully placed each square shape side by side. He maintained focus and used caution, as he proceeds to add a square. There were different geometric shapes, but his interests were with the square shapes. Children’s creation evolves as they use materials that are available to them. As their young minds develop and grow with each interaction, they form an idea and construct the object of that idea. James did not express what his structure was about but continued putting them into precise adjustment.   Size and shape are essential features that help children to decide how they want to build their structure. They contribute to James’s creativity and imagination as he explores.   

Puffy Paint:

Some of the children looked curious and intrigued when all the ingredients were combined and mixed. There were a few participants that wanted to mix, while others observed.

Exploration Time!!

We continue experimenting with Puffy Painting by creating other colors: Pink, Blue and Green.

Leela: “Circles!”

Exploring Lego Printing!

Taking turns feeding the fish!

Nicole

Rohan

September 28, 2018

Each child learns at a different pace, and demonstrates their preferences as they interact with materials. Their disposition with clay, play dough, and paint is different with each child. Their interests allow us as teachers to create activities and build a community of learners. The children are gradually learning their peers and teachers names, sharing, taking turns, and respecting each others space.

The curriculum for the year is Social-Emotional. It will have different sections. For example, our first focus will be on Self Management/Self-expression. It will include: How do I care for myself?, How do I become resilient? How do I understand, acknowledge and express my feelings? and What makes me special?

Our School Wide Area of Research is Paint!

• When a child engages in a painting project, does his/her emotional disposition change? Does a child having a difficult morning suddenly relax once painting is introduced?

• How does painting help children connect with their peers?

• As a child gains control over their fine motor capabilities, how does it affect the story/verbalization of the painting?

  Painting allows children to explore, discover and express themselves as they maneuver their paintbrush or hand to create their unique strokes.

This week we had our Back to School Picnic! Meeting parents and parents meeting each other enables us as a community to learn and understand each other. As a classroom community I welcome all my new and returning parents to Buckle My Shoe.

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During the week the children have learned and engaged in different activities, sang and listened to songs, and many stories. Among the song we sang were:

• Mr. Sun

• ABC

• What’s the Weather?

• Where is Thumbkin?

• Where is red? ( A song about colors, using a glove)

• Watermelon

• The Wheels on the Bus (favorite)

• Head and Shoulders……

• 5 little speckled frogs (finger puppet)

• 5 little ducks

• Old McDonald had a Farm (finger puppet)

• 5 little Monkeys

• Baby Shark

The highlights of the week:

Art:

The children explored Bubble Wrap Painting! They maneuvered their hands and fingers differently as they engaged in the activity. They are simultaneously working on their fine motor skills and learning about color and texture.

Train Track Prints

Exploring Tempera Paint:

Art is the process of creating and experimenting. The soothing process of painting encourages children to generate different ways to explore painting. The children chose different colors to paint. They patted the paintbrush lightly on the paper and instantaneously made more prominent movements by going side by side. A variety of muscle groups and physical and mental skills, including strength, dexterity, vision, and motor planning- the ability of the brain to organize and carry out movements, are developing in young toddlers. As they grip the tool, they will have enough control to create artistic masterpieces, using different strokes.

The children are painting bathroom paper rolls for a special activity that I will be introducing next week, Pom Pom Drop!   This fun and interactive activity promote one-to-one correspondence, counting, color recognition, size (small and big), fine motor skills, and geometry (round shape).    Recycling activities introduce young children that the materials used are part of our environment.  They can build life-long environmentally friendly habits early on. 

Today we explored Powder Paint.   To use the paint for art, we had to add water.  The consistency of the paint will depend on the amount of water used.   We used more instead of less to create a thick consistency.  The texture and color are different from tempera and finger paint.  The children seemed interested as they explored the paint. We will continue investigating and exploring another color next week. 

Revisiting Clay.

Teacher: “What are we making today?”

Leo: “Play dough!”

Clay is very versatile, and there are so many ways toddlers can play and experiment with it. Clay gives them the opportunity to be creative and learn about texture, shape, and form.

Leela manipulated the clay by using her hands and fingertips and adorned her creativity with pipe cleaners.

Teacher: “Leela, what are you making?”

Leela: “Cake!”

Tissue Paper Bleeding: We experimented using water and tissue paper. The children placed strips of tissue paper in a square container of water. After, several minutes we noticed the water changed from clear to green and red color. The children looked curious and amazed.

Circle Time:

During circle time we gave the children a bean bag to hold, squeeze and pat as we sang good morning to each child. When we stopped, we asked the child to pass the bean bag to the next child. The children are learning color, shape, texture, sharing, and taking turns.

Leo Shaftel asked, “What’s inside?”

Teacher: “I don’t know! What do you think is inside?

Leo Shaftel: “Bean!”

Sensory Scarfs: Scarf plays are beneficial for young toddlers. Children begin to learn about the world around them through their senses, and as they mature, children learn through movement and exploration. The teacher articulated the colors in English and Spanish. Scarves are colorful, tactile, easy to grab, and fun to manipulate.

Every day before we go to the gym, the children line up against the wall or sit.  We sing one song, then enter the gym.

Manipulative Toys:

Using a colander and pipe cleaners is a way for children to work on their fine motor skills and hand-eye coordination. The objective is for the children to try to stick the pipe cleaners through the holes. They continuously maneuvered the pipe cleaner as they maintained focus on holding and inserting it. They lowered their fingers closer to the colander hole and soon saw that they could stick the pipe cleaner. They seemed curious as they explored. The children that participated demonstrated focus and determination as they manipulated the materials.

It is essential to allow children the opportunity to explore and find their technique to complete the task. This activity promotes, concentration, work on their small muscles of their fingers, imagination, and creativity.

Blocks:

Using unit blocks to measure our height!

Their height is part of their identity. As they develop, they grow taller, and they each grow differently. We began measuring their height using unit blocks. Each child will lie in a horizontal position, and on their side will place some unit blocks. We will all count how many blocks are needed to determine his/her height. They are also building knowledge as they count and learn the shape that is being used to identify their stature. We will measure their height in September, January, and May.

We are almost done measuring all the children.

Picnic Day at Buckle My Shoe!

1A and Infant 1B joined 1B

Teacher: “James, what are you building?”

James: “A castle!”

Teacher: “Who is going to live in the castle?”

James: “Me!”

James continues to add blocks to his structure. Blocks are used as construction toys and playing with toys is one of the many ways children learn about the world around them. Blocks help foster developmentally appropriate skills: motor skills, problem-solving, eye-hand coordination, language, social/emotional, spatial, and divergent skills are some examples. Construction play hones skills that are beneficial to the young developing minds. Each skill helps children to strive as they are learning while playing. Children’s imagination and creativity increase as they manipulate each piece.

Block play provides hours of fun for children as well as enhancing the development of basic skills. Bristle Blocks stimulates children’s imagination and creativity by connecting and building. Children can mesh together and pull apart the flexible pieces. They develop fine motor skills and dexterity. These blocks promote color and shape recognition.

Nate appears interested and focused as he connects the bristle blocks. He manipulates and attempts to mesh two thin bristle blocks. He moves his hands up in the air and started to make airplane sounds. Then, they came apart and tried to mesh them together again and said, “It’s broken, mama!”

September 21, 2018

The second week of school is as important as the first. Children are continuing adjusting to routines, schedules, teachers and peers. Their transition period gradually gets better. Each child has a different transition period; therefore, it is essential for teachers to go according to their pace. As each child observes and interacts with different hands-on activities, they engage with a variety of materials.

• We have been reading a variety of books. They enjoy listening to Brown Bear, Brown Bear What do you see?, Pete the Cat, I love my White Shoes, Pete the Cat, I’m Rocking in My School Shoes, and Maisy Goes to Preschool.

• We sang a variety of songs, including their favorite, The Wheels on the Bus, Go round and round and ABC. Music helps children’s mind and body work together. Exposing children to music, helps them learn the sounds and meanings of words. Dancing to music helps children build motor skills while allowing them to practice self-expression.

• The children interacted and engaged with:

  • Manipulative Toys

  • Painting

  • Sensory Exploration- Clay, Model Magic, Water exploration, Sensory Scarfs and Play dough

Highlights of the week:

Exploring Clay with our Hands!

The children appeared curious and interested as the teacher placed small quantities of clay on the table. Each child approached the clay with a different disposition. They manipulate the clay in a way that distinguishes them from one another. Some touched it and explored it with their hands, or used tools to flatten the clay. They sat with a small quantity and investigated its texture. An encouraging self-initiated play is essential when young toddlers are observing, exploring, and discovering new materials. Clay is an outstanding sensory development activity. Young children are still working on fine motor skills and dexterity. Rolling, squeezing and forming the clay help them in this area. Engaging with clay is promoting their young minds to think and create.

Teacher: “Leo, I like the way you are placing the Popsicle sticks on the clay. What are you making?”

Leo: “They candlesticks.”

Teacher: “Candlesticks, for what?”

Leo: “Chocolate cake!”

Teacher: “Are you making a birthday cake?”

Leo: “Yes!”

Teacher: “I like chocolate cake!”

Revisiting Clay:
Children who did not have the opportunity to explore or would like to revisit clay exploration, we will continue investigating clay this week.

We observed James digging with a Popsicle Stick, using a front to back motion to create an open space to put the other Popsicle Sticks.

As children manipulate materials, they formulate ideas that enable them to be creative as they are exploring.

Mirror paper provides a slippery shiny smooth and reflective surface that can serve as a mirror. The colorful hues create a glossy look on the mirror paper and will not wrinkle easily like other art papers. The children simultaneously observed their reflection as they paint and press the paintbrush down, creating dabs of paint. Rohan also used his his hands and fingers to spread the paint across the mirror paper.

Clean Paint: Collaborative Painting

The children looked curious as they felt the plastic and didn't see paint on their hands. They continued touching, patting, squeezing the plastic, spreading the paint with their fingers and hands, creating a colorful work of art. They used cars and trains as well.

By patting, the children spread the paint in different directions. They saw how some colors ected

Ziploc painting is a color, sensory, imagination, and fine motor skills all in one fun activity. Fine motor skills are those that require the ability to use and coordinate small muscle groups. Giving children opportunities to play with different types of textures and objects helps them to build new ways of talking about the world and building language. This type of sensory play is also calming for children. This activity will be available again to explore this week.

The children explore using tin foil, blue paint, Q-tips as a painting tool, and a sponge-like brush. In process art there is no step-by-step instruction, there is no right or wrong way to explore and create. The art is focused on the experience, and on the exploration. For some children, the experience is relaxing or calming.

The children engaged at the water table and manipulated, and explored with cups and sponges.   Cups are an excellent tool to use as an introduction to what "full" and "empty" and "light" and "heavy" means. They looked curious as they felt the sponge.  They observed as the teacher squeezed the sponge and released some water from the sponge.  Leo mirrored the action and discovered that he too was able to squeeze the sponge.  He dipped and squeezed the sponge to experiment releasing the water. Water provides a sensory and learning experience.   

We welcome interns into our classroom. As they interact and engage with the children, they are acquiring experience, and understanding of each child’s learning pace and temperament. Rosa is slowly gaining Oliver’s confidence, as she demonstrates and articulates the letters of the alphabet and places them on the contact paper.  Oliver and Leo appeared interested as Rosa reads a story to them.

Today we went on a neighborhood stroll. The children saw and heard cars and trucks. Traffic lights, trees, people, and dogs are some examples of what they saw. Toddlers learn from watching the world, especially if we talk with them about it, "You saw the red fire truck?" “Look at all the different flowers and colors. What colors do you see? Is the stem of the flower soft or hard?

The children painted in pairs with Q-tips on a square canvas. Some of the benefits of children working in pairs are:

-Give learners more speaking time

-Allows them to incorporate their techniques and ideas as they begin to use their words

-Gives them a sense of achievement when reaching a team goal

-Allows us as teachers to monitor, move around the class and listen to the language they are producing and observe as they work together. The children demonstrated their different techniques when maneuvering the Q-tip, shared and respected their space.

Leo and James

Shaving cream is great for sensory exploration and provides endless opportunities for children to play and discover. Sensory play promotes many experiences:

-Sensory play encourages children to manipulate and mold materials, building up their fine motor skills and coordination.

-Sensory play uses all 5 senses, but the sense of touch is often the most frequent. Toddlers process information through their senses; therefore, they learn as they explore.

-Develop social skills (taking turns, sharing, and respecting each others space.

-Language development (experimenting with language and descriptive words).

It is essential always to provide various tools to explore.  Providing choices allows children to explore their options and feel at ease with the activity. 

Today we interacted and engaed with:

Music and movement contribute to children’s overall development.  Listening to and making music helps children's developing brain.    It creates a current that enables them to transcend their minds to a happy place.  Each experience should be fun and meaningful for them.  

Demonstrating different colors using sensory scarfs. The teacher articulated the colors in English and Spanish.

The children continued painting on poster board using the color we have been exploring, blue. We added some white paint to create a different shade of blue, and glue. They looked interested as they mixed the paint and glue, creating a shiny and thick texture.

Working in Pairs: Painting with Q-tips on a square canvas.

Rohan and Nicole

Leela and Oliver

Nathaniel and Leo

September 14, 2018

Back to school is the most important time of the entire school year.  Having a smooth transition from summer to entering a classroom environment, can be difficult for some children.  Children will gradually get used to their classroom environment, as they interact and engage in classroom routines and activities.

School is always full of excitement and exploration.  The children are learning to adjust to their new classroom, centers, routines, schedules, teachers, and peers.  As they interact in different activities, they engage with peers and learn to share, work in groups and express how they feel as they develop their language skills.

During the week we interacted with:

• Manipulative Toys

• Making and Exploring play dough

• Water Exploration 

• Puzzles

• Cloud Dough

• Clay

• Painting

• Sensory Bags

• Playdough

Below are some books we read:

• Llama, llama Misses

• Five Little Monkeys Jumping on the Bed

• Pete the Cat, I Love My White Shoes

• Brown Bear, Brown Bear

• My Colors, Mis Colores

• Don’t Press, the button!

• The Very Hungry Caterpillar

• From Head to Toe

• Pete the Cat, Rocking in My School Shoes

• Find the Duck!Songs

• Go Away, Big Green Monster!

Songs we sang:

• ABC

• Good Morning Song (Hello, how are you?)

• Mr. Sun

• The Wheels on the Bus Go Round and Round

• Twinkle, Twinkle, Little Star

• Five Little Monkeys, Jumping on the Bed

• Five Little Speckled Frogs

• Five Little Ducks Went Out one Day

• Open, Shut them

• Head and Shoulders, Needs and Toes

• Baa Baa Black Sheep

• Itsy, Bitsy Spider

Highlights of the Week:

Circle time, a time in which children sit in a circle or almost a circle to listen to stories,  share, speak and take turns to look at an object, and sing songs.  The children were listening to Five Little Monkeys Jumping on the Bed.

Exploring contact paper and feathers. The children seem to enjoy touching and placing the feathers on the contact paper and discovering that the feathers stay as they put them.   

Exploring finger painting on different surfaces prompts curiosity and provide different stimuli. The idea was to give a tactile exploration as well as let the children experiment and investigate with how art materials interact with various surfaces.

Pressed Painting!

Nicole was curious about how she was able to press, pat and point to each color without getting some paint on her hands. Nicole’s puzzlement allowed her to continue exploring. She applied pressure using her hands to spread the paint and observed in how the colors mixed and created another color. As she continued to manipulate the paint, she discovered that she was able to control the paint inside the plastic bag without getting paint on her hands.

The teacher put flour and baby oil mix in the sensory table for the students to explore this stimulus material, “Cloud Dough.” Some children appeared hesitant to engage and investigate. But gradually the little hands and fingers delved into the soft and warm powdery substance.  The consistency of the dough seemed to be intriguing to feel and hold.  It was powdery like flour one moment, and moldable (like damp sand) the next.  The children investigated the material by patting, squeezing, filling and emptying small cups.   

Play is an essential element for children’s development. It facilitates them to manipulate their environment in ways that would help them make choices, express themselves, interact with others, and be creative. Play dough is a hands-on activity that provides enjoyable and satisfying experiences. It promotes language, creativity, cognitive, social, and emotional development. Children display curiosity and initiative while using play dough. They squish, poke, pat, pull and flatten their dough. Play dough is also a scientific concept that involves the mixture of different components (flour, water, salt, watercolor) that produces the play dough to change its form. It stimulates the children's senses while offering an opportunity to use their imagination to explore.

Leo described the ball of play dough, "A cupcake!"  As he pokes, he articulates, "Happy face!"

Sensory Bag: Blue Tempera Paint

Today we explored:

Each child maneuvered the paintbrush differently, creating different strokes and lines.

Rohan is playing with two magnet trains and discovers that they can be connected. As children interact with materials, they explore, manipulate and discover how things work.

Some of the children revisited Cloud Dough.

Today the children used a sponge-like paintbrush to create an art piece. Some children preferred to use a paintbrush with bristles, as they explored.   Providing different painting tools allows them to make an independent choice and feel comfortable as they paint.

We introduced a block of clay for the children to observe and feel its texture. We will be exploring clay next week. Clay is an excellent sensory material for children to investigate.   Most children, when given a piece of clay, are motivated to explore its inviting sensory qualities.  Manipulating a lump of clay develops children’s large and small muscles.