It is Fall!
The weather is Getting Colder and the Leaves are Changing Colors!
This week the infant-b students went on a walk to Washington Market Park to collect leaves!
The leaves were brought back to school and the investigation began!
Deeply focused, our friends slowly grasped the crunchy leaves as they crinkled between their fingers.
Gym Time!
My First Finger Painting!
Sara immediately began exploring the bright, wet paint- smearing the medium across her white paper canvas.
Why is sensory play important?
Sensory play enhances learning through hands-on activities that stimulate the child's senses. This is a great way for children to explore the world they live in! Sensory play supports language development, cognitive growth, fine and gross motor skills, problem solving skills, and social interaction.
Washing the baby dolls!
The children have been so fascinated with exploring their own reflections in the mirrors and investigating the dolls faces in their classroom, so we thought it would be interesting if we incorporated dolls in their water play. One of their favorite sensory activities!
What new discoveries would be made? Would the children still be focused on the facial features of the babies, or would their attentions be on something else?
Approaching the new and exciting provocation the students first, splashed their hands in the warm water with big smiles, focusing only on the water. Shortly after, the children began bringing their attention to the baby dolls- gently touching the doll’s face and body with their wet fingers.
-Water play is calming, soothing, and an important sensory exploration. Giving children the opportunity to replicate real life scenarios allows them to test out their theories about how things work, and let them figure out what doesn't work in a safe and non-judgemental space.
In connection with our school year curriculum, focusing on social emotional development, one of the questions we will be researching is:
-How does the child understand, acknowledge and express their feelings?
During morning and afternoon circle time we have noticed the children showing preference between songs and books. When given the choice to either sing the song “the itsy bits spider" or “The wheels on the bus”, the students will respond to their options through body language, facial expressions and or verbal communication (babbling).
How are the students visibly showing their preference? How are they showing their understanding and or expressing their feelings in these moments?
For example, When presented with the option to read the book “Pete the Cate the Five Little Ducks” or “Brown Bear Brown Bear what do you See”, the students will either communicate their preference by smiling, dancing, waving both of their hands up and down or babbling.
but…
If they are disinterested in a book or song offered to them, the children will show no visible enthusiasm.
Infants and toddlers are able and ready communicators.
Thank you, infant-B families!
Have a great weekend!