ICS Early Years Center Blog

Inter-Community School Zurich, Switzerland

October 1, 2015
by Andrea Mills
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Den Building

Connecting Threads of Learning in Different Spaces

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As our class groups develop a growing sense of community, we intentionally plan learning provocations based on children’s interests which promote connections among our environments both indoor and outdoor. We aim to have threads of learning which are expanded upon in multiple spaces offering opportunities to scaffold and consolidate ideas.

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In the past weeks, there has been an emerging interest among a group of children around den building in the classroom as well as the courtyard space. The children have used large building blocks, fabrics, clothes pins and tape to work together to create a wide range of dens, tents and houses. We observed several components to this work.

First, there was the challenge of the actual construction of the structures. One group worked together to brainstorm and problem solve around the best way to build their den in a way that would be stable. A short exchange of dialogue and viewpoints illustrates the importance of the social context in which these children built understandings.

Izumi: The pegs won’t work! They just won’t work. You have to get something else.

Aaron: Maybe those long sharp ones that you put in like this. (hammering gesture)

Teacher: Nails?

Aaron: Yes, nails

Teacher: Hmmm, nails might not be ok for this floor. I wonder if there’s something else we could use?

Nikita: Cello tape?

Aaron: Yeah, cello tape and pegs.

Teacher: Should I get you some

Izumi: We can use the pegs for these like because it’s small enough but the tape for parts it won’t fit.

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The children used scientific thinking to collaboratively find a solution. Like engineers, they problem solved to figure out ways to successfully achieve their goal. They worked together to support the fabrics among the blocks to create a structure that was agreed upon by all. When they were successful, there was a sense of teamwork and group achievement. The child-driven nature of this collaboration added a heightened sense of investment. This particular experience was motivated by a small group. Yet, as other children passed by they offered help, suggestions and feedback, becoming part of the collective experience.

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The children sought out spaces for den play in the back courtyard as well, indicating to us that this was an idea the children were invested in and worthy of further exploration. Some common threads emerged as considerations for the children in their constructions. The ideas that seemed important to them included:

safety

hiding

protecting (babies, robbers)

being together

making spaces for activities like eating together and sleeping

The themes of the children’s narratives around what is valued in the  constructions give us a lens into the children’s thinking.  Play is a way for children to make sense of their world. As such, play enables a sense of empowerment  to explore emotions, fears, theories and ideas in a world where children are working out their place. We saw this clearly in the den projects.

Building on this interest, we reproposed the idea of structure building during a visit to the forest. Spending dedicated time learning in nature is an intentional decision in the Early Years. The encounters and interactions with each other and the environment become rooted in our EYC identity as the children and teachers form strong connections to this space. As such, it was a natural choice for a reproposal of  these interests. We wondered if these same themes would emerge and how children might work together and build on their thinking in the forest context.

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Waldkinder

Upon arrival at the forest, we met altogether and shared materials including fabrics, chicken wire, rope and strings, clothes pegs and more that we brought along for the day. The children were asked about their ideas for using the materials and shared thoughts:

Cloth

Lance: Make the top of the den

Mouza: We could use it to hide with

Lola: We could use it as a roof

Again, we noticed the narratives around safety, hiding and protection.

Chicken Wire

Fred: To do on the top of the sticks… a net

Finlay: You could use it if you see a bear, you could use it like a net

Owen: You could catch dinosaurs. You can put dinosaurs in the net

Jake: That’s not a net!

Rope and String

Khalid: I see cotton

Lance: Climbing mountain rope

Tuur: ‘String”

Jack: A rope

The Building

Using the materials and their ideas the children began constructing. Mouza asked for teacher help with placing the materials higher to create a bed to climb up. The children were required to problem solve as the materials began to move. Smilla and Mathilda thought the rope would be useful. They found a “rainbow branch” and Smilla, who is learning English, showed us by using her arm in a circular movement that she wanted it tied up. The teachers secured a knot so it was safe.  Mathilda felt the rope was too long for a swing when she saw Khalid use it. Giulia had an idea with the orange string. She began to knot the rope and together they worked to secure it. Izumi intervened by bringing strings and offered to climb a tree to stop it from falling. This was an opportunity for the children to explore ideas around structural integrity in the context of construction. They listened and cooperated around a shared goal.

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The children demonstrated sophisticated communication skills, accessing multiple verbal languages within the group to reach a shared goal around how to tie the string so that it is attached securely.

Elena: Was ist deine Idee? (What is your idea)

Eleonore: Das ist nicht schwierig (It’s not hard)

Elena: Das ist nicht zu haben (You shouldn’t use this)

Elena: Machst du das Giulia? We need a tighter knot, a very tight knot. What do the ties do?

Nikita: This is a really tight and close so the knot doesn’t come undone.

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There was also some dialogue around friendships and power structures.

Jake: We are chiefs from Giulia (Jake and Aaron)

Aaron: Yeah; we are searching for our friends from other countries.

Lance: We found a white special rock, because it looks like a diamond.

Finlay: I found something that is quite strange! Come, we found a new house. It’s a lot of sticks in here!

Lance: I will close the gate. I have security guards.

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The reproposal of den building with new materials in the forest was an opportunity to revisit play themes that were important to the children.  As the children engaged in tying knots, manipulating yarn around branches and constructing with diverse materials, they were actively  building their fine motor skills in a self motivated way. Physical activities requiring gross motor competencies like climbing, jumping, walking and running are promoted naturally in the forest environment. The ongoing den project illustrates why we are committed to offering children diverse opportunities to consolidate and expand their ideas, thinking and theories. We look forward to building on these interests and experiences in familiar and new contexts over the next weeks and months.

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“The wider the range of possibilities we offer children, the more intense will be their motivations and the richer the experiences. We must widen the range of topics and goals, the types of situations we offer and their degree of structure, the kinds of combinations of resources and materials, and the possible interactions with things, peers and adults”.

– Loris Malaguzzi

Photographs by Rebecca Smith – ICS Early Years Teacher

September 11, 2015
by Andrea Mills
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Making Connections through the Language of Movement

It is a new school year filled with wonder, curiosity and hope.  Many children have joyfully reconnected with familiar friends and we have had many new faces join our Early Years community as well. As we embark upon our first Unit of Inquiry, Who We Are, we have carefully considered what types of experiences and environments might best support us with exploring the central idea Through Sharing Experiences in Our Community We Can Learn About Ourselves and Others.

In preparing the learning spaces for the children, we considered ways we might invite children to collaborate with the intention of exploring ideas around our classroom as a community. In the Early Years Centre, we share a strongly held belief that children have a multitude of symbolic languages with which they make meaning and demonstrate understandings. We value a kinesthetic style of learning and considered ways we might provide opportunities for the language of movement.

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An invitation to collaborate and connect through dance and movement with colourful props

In our back courtyard space, we have a sloping grassy patch where we set up some colorful fabrics attached to trees and fencing in an inviting display. We also provided some dancing scarves, music and at times different instruments with the intention of creating a whimsical space where the children could explore movement. We felt the natural environmental influences of wind, light and shadows would add another meaningful component to the learning experiences. This quickly became a popular area and we noticed the children were naturally drawn to running and dancing through the fabrics.

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Natural environmental influences like wind, light and shadowsadd an additional layer to children’s explorations

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The space was popular with the children who had previously established friendships as well as those new to our school. Many took great pleasure in making a game of running through the fabrics. There was much laughter, smiling and connecting. We were struck by the way a group of children who are new to our community interacted with each other in this joyful and physical way. Although there was not yet a common spoken language among several of the children, the language of movement was a way to get to know each other through a shared physical experience. The interactions in this space were poignant in that upon careful observation, we noticed that the children were moving with each other in very social ways. We wanted to explore that idea.

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We observed that there were several distinctive ways the children interacted collaboratively:

Hiding Together

One game that quickly emerged was hiding behind a piece of fabric attached to the fence. We know that children often seek out cozy, private spaces for a variety of reasons. It can feel comforting to have a secret space away from an activity hub. Even in a traditional playground space, many teachers have noted that they often find children rejecting the conventional equipment in search of a hidden leafy patch. The game that we observed began as one child experimenting with hiding behind the fabric. She was slowly joined by another and then another. The group was happy to be hidden altogether in a quiet space. They shared a physical closeness and at the same time were visibly developing a connection with each other. This same group came together in this way for the entire week.

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 Hiding together in a cozy nook

Twirling/ Dancing/ Imitating

Different materials  including dancing scarves and musical instruments were set out daily. The children quickly used the materials to twirl, dance and skip. We remarked how children’s movements often seemed like invitations to friendship. A child’s gaze toward another indicated an openness to companionship. We observed children mirroring each other’s movements as well as engaging in collaborative, orchestrated dancing. Again, we were struck by the way a shared kinesthetic experience served as a platform for relationship building. It was a way for individuals to come together and form a group in a very physical sense through the language of movement.

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Invitations to dance and move collaboratively led to an emerging sense of connectedness through meaningful encounters. These experiences support our learning goals defined in ICS’s scope and sequence by developing the idea that children should recognise the value of interacting, playing and learning with others. We want students to understand that participation in a group can require them to assume different roles and responsibilities and a willingness to cooperate. In this space, we explored these concepts in a very kinesthetic sense. Most significantly, we are reminded that there are many ways to know, to learn and to express understandings.

The child
is made of one hundred.
The child has
a hundred languages
a hundred hands
a hundred thoughts
a hundred ways of thinking
of playing, of speaking.
A hundred always a hundred…

From the poem “No way. The hundred is there.” by Loris Malaguzzi.

Translated by Lella Gandini

 

September 3, 2015
by Rebecca Smith
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Building Communities

appleMs. Claire surprised us with an overflowing bag of apples from tree at her house. We presented the apples to the children in a basket in an inviting display. There was much interest and excitement with many children sharing that they found apples delicious to eat. Rebecca shared that she thought this type of apple was meant for baking because they were sour, but the children had another idea. ​Lance offered, “I want some bitter. I like it!”

These exchanges became a perfect connection to our Who We Are unit of inquiry as we explore the idea that by sharing experiences within our community we can learn about ourselves and others.

The teachers agreed that the children could taste the apples and decide for themselves. We feel that children should know that an exchange of viewpoints is highly valued in our context. We asked who wanted to be a taste-tester, and proposed that the children calculate how many slices would be needed. MA counted “1-2-3-4-5″ taste-testers volunteered. There was some negotiation while the teacher began to cut an apple, first in half. Jack noticed that, “We need(ed) to make them (the slices) littler,” anticipating that by cutting the apple only in half, we would not have enough slices for one for each of the taste-testers. The group agreed that five slices per apple would be enough and we cut as the children had suggested. 

The Taste-Testing

The children shared their different reactions to the tasting.

Jake: “It is yummy!”

Finlay: “Quite sour, but yummy.”

Paolo: “Yummy.”

Lance: “Can I have more because I LOVE it!” 

We noticed that some of the children’s words of praise for the sour apple taste differed from their facial expressions.

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Rebecca proposed that we might use the apples for some cooking and the children enthusiastically agreed. We wondered where we might find a recipe and we organised a trip to the library to find some cookbooks. Andrea, Lance, Finlay, Eleonore and Clara met with Ms. Jayne who gave us a tour of the library and specifically where we could find what we needed. We noticed that there were different types of pies we might bake and took a selection of books with different recipes. The children promised Ms. Jayne that we would return with a slice of pie to share with her.

We shared the recipes during meeting time. Sanela helped us to make a list in German of the needed ingredients, using German for a meaningful purpose.

Apple Pie Ingredients/Apfelkuchen Zutaten

Pastry/Teig, Apples/Äpfel, Marmalade/Konfitüre, Brown Sugar/Rohrzucker, Honey/Honig, Cinnamon/Zimt and Lemon/Zitrone

The children graphically represented the ingredients needed for the recipe.

We also read a book called Apple by Nikki McClure​, following the life of an apple and exploring the cyclical patterns in nature. We will explore these ideas further in the context of local harvest in our own community, with a visit to an apple tree in Maxi’s Opa’s garden.

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Cooking Day

Eleonore, Clara, Lance, Owen, Albert, Smilla and Mathilda met in the kitchen to prepare for baking the pie. First we used the apple peelers to prepare the apples with much discussion about safety. The children were careful to hold the peelers in the correct direction. We washed the apples and measured the ingredients. Some children helped with poking holes in the pie crust. We read to find out how long we had to wait for the pie to cook. Elena helped by setting a timer and joyfully informed us when the bell sounded.  The entire EYC enjoyed the smell of the pie baking.

We shared the final product with the children and teachers in the Early Years Centre. Here are some of their reflections:

Lance: “A bit burnt smelt pizza. Tasted good.”

Owen: “It was crunchy, tasty crunchy.”

Jake: It will taste really yummy. It did yummy.”

Maxi: “I thought it was good.”

Ellen: “It was tasty and yummy.

Kasper: “It was delicious and smelled really good.”

MA: “I like the crusty thing.”

Elena and Owen: “Apple and crusty and inside.”

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A Visit to Opa’s Garden

Maxi’s Opa maintains a beautiful plot in the local community garden. We were fortunate to be invited for a visit. We tasted tomatoes, dug for potatoes and cut lettuce and kale. The children were highly engaged with the environment, each other as well as Maxi’s grandparents. 

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Lance: “It’s a cool garden. Look at those growing things. Mine (a tomato) is tasty and juicy.”

Elena: “I saw one (a potato)! It’s there. That’s a big one.”

Paolo: “Una potato.

Zeena: “I got some fresh potato today.”

Izumi: “I found a baby potato. Someone nibbled it! The bees are sucking pollen.”

KA: “I see a green tomato. When its green it’s not ready.”

Aaron: “Those worms are good for the plants.”

gardenThese encounters represented the meaningful ways that children can drive their own learning. As we shared experiences around the apples, there were abundant opportunities for rich learning connected to our unit. Children needed to integrate mathematical thinking for a purpose as they predicted, calculated and compared during the tasting and cooking. Literacy was valued in a real life context as the children were motivated to write for a purpose. Communication skills like listening and speaking were required and valued for participation. These experiences were a beautiful platform to develop the children’s sense of themselves in our group, their place and the reasons why particular places are important to people.

Photographs by Rebecca Smith – ICS Early Years Teacher

April 17, 2015
by Rajeshree Rao
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Creating a Dinosaur Museum

As part of our trans-disciplinary unit, How We Express Ourselves, we are inquiring into how we can create and share stories in different spaces. Our Early Years Programme has a strong emphasis on child-initiated inquiries based on the belief that children learn best when their interests are acknowledged as worthy of investigation. Children’s thinking is not only valued but supported and extended through the class community.

For some days the children had been playing with toy dinosaurs, building homes for them using wooden blocks and logs. Exploring this interest through drawing his ideas, Alex shared a picture of skeletons in a museum. He then posed a question, asking if we could construct a dinosaur museum in the class. His drawing and enthusiasm inspired the children leading to a shared class curiosity to discover more about dinosaurs.IMG_9928In order to share our thinking, and to ascertain what we already knew about dinosaurs and museums, we brainstormed, coming up with some ideas as to what we would need to make a dinosaur museum.

With books from the library, we were able to explore different aspects of the life sciences such as meat eaters, plant eaters, tall dinosaurs, feathered dinosaurs, etc. and sharing our theories of extinction. The children demonstrated an understanding of perspective in our class discussions that some meat eating dinosaurs were stronger than the plant eating dinosaurs. They felt that the plant eating dinosaurs would have feared the meat eating dinosaurs. These observations came through in their stories and drawings. We also explored earth science through sharing thoughts around volcanoes, and climate changes.IMG_9942Pic_0132In order to share our understandings through many different modes of expression, children created puppets, engaged in dramatic play and used materials such as clay and paints.IMG_0015IMG_0312IMG_0340Our visit to the dinosaur museum encouraged the children to think creatively. Our guide shared with the children that no one lived at the time of the dinosaurs and that what we know are only ideas as to how these creatures looked and sounded. This knowledge excited the children and  encouraged them to undertake research in order to support their theories and make their own conclusions. Acquisition of new vocabulary was embedded in this  inquiry with children including words like “enormous”, “extinct”, “paleontologist”, “ferocious”, and “fossilized”, as well as including names of dinosaurs into their conversations.IMG_0854IMG_0999IMG_0870Through story telling with puppets and shadow puppets the children were able to understand that people listen and speak to share thoughts and feelings. They were also able to express their ideas and emotions by making story books and drawings depicting dinosaur stories.IMG_0128IMG_0125 (2)Children were fascinated when they realized how big (or how small) some of these dinosaurs were! We compared the heights of dinosaurs using uniform and non-uniform tools of measurement, such as our bodies and wooden block. We checked if our collective height was more than the tallest dinosaur, further exploring mathematical concepts such as measurement and estimation  in our inquiry.IMG_1188IMG_1494Through communication, collaboration and negotiation the children were able to explore constructing a dinosaur museum together.Our successful opening of the Dinosaur Museum was the result of a variety of activities initiated by the children in the class.IMG_0031IMG_0118IMG_1973IMG_1976IMG_1850On the Open Day, the children shared their knowledge with their families about dinosaurs. Through story telling with props and self-created shadow puppets they were able to express their ideas and emotions.IMG_1914IMG_1109IMG_2028We asked the parent community to share their thinking and reflections on the dinosaur museum:

“A fantastic opening for your dinosaur museum!”  “You are very knowledgeable about dinosaurs and shared a lot of information!” “Wow!! Amazing, well done.”  “The children were incredible. A very high level of creativity!”  “I have learned a lot about dinosaurs from you!!”  “The dinosaur museum included all the important elements a museum should have: pictures, stories, fossils, eggs, dinosaur skeletons, performances and music. The children worked very hard together.”

Reflecting on our activities leading up to the open day, the children said: “I now know the names of different dinosaurs.” “To make the museum we had to share our ideas with each other and we had to work together.” “At the dinosaur museum we got to see how the bones looked and touch the footprints and T-Rex teeth.” “We know  that the Sauroposeidon was 20 metres tall and our classroom was only 3 metres tall. “The dinosaurs were much taller than our school.” “Some dinosaurs had mouth like ducks’ and  some with feathers to keep themselves warm or cool because they lived in the desert.”

Our exploration leading to creating the dinosaur museum and the open day covered a wide spectrum of skills. The children collaborated to suggest ideas for the museum; they researched dinosaurs by referring to library books and asking the museum guide; involved maths by comparing the height of  dinosaurs with the combined height of the children and used uniform and non-uniform tools of measurement; they enhanced their vocabulary with new words; they could express their ideas through drawings, puppets and self-created stories; giving flight to their imagination – a hotel near the museum would help the visitors to spend more time at the museum, without having to drive. A simple idea to build a dinosaur museum initiated by a child resulted in a major exploration for the whole class which was appreciated by colleagues and parents.

January 22, 2015
by Andrea Mills
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Snow as a Natural Resource for Joyful Learning

 

As teachers, we spend a lot of time and thoughtful consideration when choosing learning materials. This week, however, nature did the planning for us. We were all delighted to arrive to a schoolyard covered with snow. Snow is the ultimate, natural, multi-sensory resource offering countless, open-ended opportunities for exploration and  playful learning. The winter outdoor environment supports many aspects of our units of inquiry as well as our PE unit.

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Arriving to snow covered school grounds was a special kind of magic.

In the Early Years, we have been carefully observing and experiencing seasonal changes in our environment throughout the year. Snow excitement was palpable as Jacob in EY2 eagerly greeted me Monday morning by inquring if  I had seen the snow and would we go out to play in it?  The children had already made many discoveries about the changing properties of snow, weather and the impact the cold has on the way we need to dress.

Naturally, opportunities to build gross motor skills are abundant during snow play. This was evident as we trekked up the snowy hill for some sledding adventures. The children acted as scientists as they collaboratively developed theories about ways to make the sleds go faster. Lola experimented with using the same patch of hill over and over again until she picked up some speed. Another group of children observed her work and then slowly joined in. Eventually, the group was successful in creating a path that supported their shared goal of sledding faster.

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We trekked up the snow hill altogether.

Another group  had the idea to make a “Snow Family”. There was negotiation about what that family should look like with rich discussion and debate about how many snow children and where “the snow baby” should sleep. Some children immediately began working on the “mama”. Akiva carefully made  a “baby”. After mixed success with creating another grown-up snow person (the big balls kept falling apart upon assembly), Daisy shared her idea that the balls be a “a baby bed” instead. The others agreed and soon the baby snowman had a place to sleep as well as a birthday cake  at the suggestion of Letizia. Along the way, there was investigation about how best to create bigger balls for the snow people. It was necessary to compromise, be flexible and to accommodate and build upon the emerging narrative of the “snowman family with a baby who has a birthday”.

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The children worked together to build theories about ways to make the sleds ride faster.

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Snow is an ideal learning material because it is completely open-ended with limitless possibilities. The children had agency over their play narratives and created their own opportunities for language , storytelling, scientific discoveries, mathematical thinking as well as social and physical development. We teachers were there to support the children to develop their theories and build their understandings, but mostly found that it was best to let the children do the driving.  As our youngest learners explored the familiar themes of families, birthdays, fastest/ slowest sledding, the children constructed their own learning in a meaningful way.

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 The children negotiated about what kind of Snow Family to create.

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Cooperation and perseverance were in abundance for a shared goal of creating a Snow Family.

Equally significant is the social context of this outdoor snow exploration. Arriving together to the familiar space of our school field, now  transformed to a particular kind of winter loveliness and the child-initiated experiences that followed, are shared moments in time that become part of our collective experience.  Joyful  memories filled with beauty and connections which are unique to our learning community.

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Snow as a natural resource for joyful learning.

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Making discoveries and exploring ideas in a changed environment.

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Photos by Rebecca Smith, Andrea Mills, Renata Andrez and Eva May Ernst

ICS Early Years Teachers and Teaching Assistants

 

November 13, 2014
by aislingabroderick
0 comments

The Importance of Splashing

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“Man is most nearly himself when he achieves the seriousness of a child at play”

Heraclitus

To learn through laughter, to explore without expiration and to follow ones curiosity to wherever it may lead, these are just some facets to the methods of teaching young children through play. When a group of EY1 children spend a happy hour splashing in puddles, an observer may see it just as a play scene, however if one looked a little closer at this scene there is much learning and exploring taking place.

In EY1 the children spend every Thursday morning in the forest. On a rather rainy day when enthusiasm for rain clothes was at a particular low the children looked a little incredulous at the thought of going outside in torrents of rain we set off as a group of brightly coloured waterproofed children to the forest. The children soon began to warm to the experience of rain sliding off their jackets and the sound as it dripped onto their hats. “Its tickling my nose” said Fred, “I can drink the rain, it tastes good” Jake announced. Encouraged by their teachers, the children jumped in the puddles. For some this was a new experience and they were initially hesitant, but watching their friends they were eventually compelled to join in. They splish-splashed and waded in their wellies through the water. They felt the water on their hands and faces. Shrieking with delight they formed groups, and jumped together, curious to see if the splash would be bigger “We can make a big splash with all of us “ said Mouza. Smelling the puddles the children reflected the water smelt like old rain, flowers and mud “It smells like flowers but muddy flowers” said Lola. They made wet rain angels in the grass and delighted in the patterns they left behind “Mine is a rain horse” Nikolai decided. We then waded into stream where they felt the resistance of the running water as they tried to make their way upstream, testing how waterproof their boots really were. “I feel the water when I walk, its not letting me go” Khalid cried out. Our group of tired children made their way back to school chattering about the size of the splashes they made and the sensation of the water against their bodies.

The children in EY1 are currently inquiring into how we use our bodies and senses to learn about the world  (Who We Are Unit of Inquiry). In this learning experience the children were discovering how water felt and smelled and were building this understanding through the work of play.

October 29, 2014
by Heidi Harman
0 comments

Fostering Children’s Passions: Setting Up A Restaurant

After observing the children engaging in ‘restaurant role play‘ over a period of a few weeks, it was clear that this was yet another wonderful opportunity to encourage and foster their interest and embark on a class inquiry into restaurants. Following some whole class discussions we decided to plan and set up our own ‘real‘ restaurant. There was much interest in how restaurants function and what would need to be done to set one up. We began our planning by talking about and making a list of what was required and the many jobs to be done before we could open it to customers. Here are some of our suggestions, proposals and independent actions:

Christopher drew a picture of a sunflower to decorate a dining table.

Wille made a drinks menu and said that we needed lots of pictures of food to show what was in the restaurant.

Jeremy thought we should hang up balloons and have policemen standing at the doors in case there were any naughty people.

Pippa wanted to make golden stars as decorations, which would hang down on string. Lily thought that this sounded like a good idea and said she would add paper hearts onto the string, while Nicky thought that red paper circles should also be added.

Thomas said that it was important to have a book area for the young children while they wait for the older children to finish eating.

Before we set to work on our planned tasks, we talked about who we should invite to our restaurant. It was decided to send invitations to our friends in EY2RR first of all and then we would invite our families for the second opening of the restaurant. We wrote our invitations and personally delivered the them to our friends, who seemed really excited about coming to our restaurant.

We spent the next few days hanging up the decorations we had made and completing our preparation work. Then we visited the local supermarket to buy the food, plates, cups and cutlery. We were very lucky, as Pippa had taken action and brought in many of these items from her home for us. Our visit to the supermarket was a success and we bought every item on our shopping list.

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Choosing flowers to decorate our dining tables.

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Selecting fruit to serve at the restaurant.

The day of the restaurant opening finally arrived and we were all so excited. Thomas began the morning with a surprise for us all; he had spent the previous evening making a colourful and extremely long paper chain to hang up as an additional decorative feature. He had also made some blue paper shapes to hang on string. We were all grateful to Thomas and pleased that he took the initiative and the time to do this for us all. Now it was time to prepare the food before the restaurant opened at 9:45. Once that was done, we trimmed and arranged our cut flowers for each dining table. Our last job was to set the tables beautifully. We ensured each place setting had a hand-made placemat, which was decorated with drawings of different foods and drinks, and we also laid the crockery and cutlery neatly on the table. Then we placed cut-out drawings of different foods as a final adornment to each dining table.

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Preparing the fruit.

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Preparing the cheese and crackers.

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Setting the dining tables.

The waiters were ready with their clipboards and note pads and the chefs were ready in the kitchen. We just had to wait for our guests to arrive.

At 9:45 our friends arrived at the restaurant. We handed them menus to peruse before seating them at their tables. Once they were seated, the waiters came to take their orders and the restaurant suddenly became very busy. The waiters were giving the orders to the chefs, who quickly prepared the plates and handed them to the waiters for service. The diners seemed very satisfied with their meals and continued to order quite a lot of food. Once everyone was full and satiated, it was time for our guests to pay for their meals. Thankfully our friends had brought (hand-made paper) money with them to pay with at the cash register.

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Taking food orders and serving the meals.

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Our busy restaurant.

Once our customers had left and we had cleared the tables, we took a moment to reflect on the huge success of our restaurant. We agreed that we had collaborated and worked together extremely well with the planning and the final implementation of our restaurant. There was much passion and fascination throughout this inquiry, and the children clearly enjoyed learning more about the workings of a restaurant. In our everyday lives we delight in being the diners in restaurants and it was interesting to compare the differences in roles between organising and working in a restaurant and enjoying the leisure time of a diner. Examining these different roles led to some interesting questions related to why we have restaurants.

Our restaurant success was repeated a week later when our families came to visit. This inquiry ties in perfectly with our current unit, Who We Are, which has a focus on how our senses help us to learn.

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The restaurant is open to our families.

 

August 29, 2014
by Rebecca Smith
1 Comment

A Special and Safe Space

We are now in our second week together for the school year. The first few mornings in EYRS1 have been full of excitement, trepidation, joy and fun!

It can also feel a little daunting for the children as they find themselves in unfamiliar environments, encountering different materials, interacting with new classmates and learning about new routines. The teachers are focused on helping the children through this period of transition so that they may settle happily into EY1 life.

We have observed the EY1 children finding their own special items and safe places within these new spaces.

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A special item from home, such as mummy’s scarf, encourages children feel safe and helps them to settle in. 

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Feeling hidden behind a (see through) barrier can be a comfort.P1260101P1260097

A safe place can be on someone’s lap or sitting snuggled in next to friends.

Examples of special and safe spaces for play and learning in the outdoor environment

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Forts can provide a cozy respite from the busy activity and routine of life in the Early Years.

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As teachers, we spend a lot of time thinking about and developing optimal learning environments. In a continuous effort to respond to children’s social, emotional and cognitive needs, we strive to actively create safe, inspirational and thoughtful spaces. We look forward to getting to know this group of learners and collaboratively developing spaces that support both individual and group needs for this unique learning community.

(Fort images from last years EY1 class, 2013-14)

Photographs by Rebecca Smith, ICS Early Years Teacher

June 23, 2014
by Andrea Mills
2 Comments

Early Years Bike Day

 

The Early Years classes have been inquiring into different forms of transport found in our community. In PE, we have been exploring the different ways we can move our bodies and build our physical abilities. These two units provided the perfect opportunity to further our understandings with a fun-filled “Bike Day” event at school last week.

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Everyone brought “wheels” to school

The children were invited to bring their “wheels” to school. Students arrived with bicycles, tricycles, scooters and other child- powered transport. We brainstormed together ways to set up our outdoor space so that we could participate joyfully and safely. We agreed that traffic should flow in the same direction and a group of EY2 students and teachers marked the bike path with sidewalk chalk. We also included a refuelling station, bike decorating table and “Bike Wash” to the space.

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Adding streamers to make our bikes festive

Naturally, this was a very physical day and provided many opportunities to build gross motor ability, spatial awareness skills and to engage in a healthy and fun activity. The experience of collaborating together to make a big event like Bike Day happen successfully also enabled the children to use and develop many other skills. As children negotiated about sharing space, they were building their repertoires of social skills including concepts like working together, compromising and listening to the ideas of others. There were countless language opportunities as children engaged in rich dialogue about their experiences including specialised transport vocabulary.

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Getting just the right balance

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We all wore helmets for safety

Complex, meaningful opportunities to engage in multi-layered learning like the many components of Bike Day,  fosters children’s social, emotional and physical development. Here are some of the students’ reflections on the experience:

Alex- “I liked racing with my friends”.

Ffion- “It was fun. I could go fast on my bike”.

Nicolas- “I could ride my bike on the gravel with my friends”.

Letizia – “The part that I liked was when I ride my bike, cleaned it and got gass”.

Oliver – “My bike I have cleaned, then again and again. I get my bike dirty”.

Pippa – “I liked that Letizia gave me her bike. I liked to ride her bike because mine was too hard. I washed Letizia’s bike”.

Charles – “On the bike Diego he play with me. He love me. Chloé hugged me. Chloé hold the scooter for me. She played with me”.

Mats – “Bike Day was the best day ever! I want to do it every day”.

Villum – “I think I will bring my bike again tomorrow. I think Mr. Moynihan will let me”.

Drew- “I liked sharing bikes with William”.

Amanda- “Me and Gushi went really fast on our scooters”.

Kirsty- “I liked it when Lilly cycled on Clara’s two wheeler even though she thought she couldn’t”.

106Lining up at the petrol station

P1240137EY1 students at the Bike Wash

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Bike Day was a special event to share with friends

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Moving our bodies makes us feel joyful and healthy 

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Preparing  to ride

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Enjoying our bikes together with teachers

Photographs by the ICS EY Teachers

May 6, 2014
by aislingabroderick
1 Comment

The Underground Hero

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“Superworm is super-long,
Superworm is super-strong.
Watch him wiggle! See him squirm
Hip, hip hooray for SUPERWORM!”

Superworm, by Julia Donaldson

One crisp Spring morning as the children were putting on their outdoor clothes to go and do some weeding in the communal EY2 garden patch we let them know that instead of weeding we would be collecting underground superheroes for our outside plant pots as the flowers were looking as if they needed saving.
The children’s attention was immediately piqued and as their interest grew questions flew as to whether it would be Spiderman or Batman who was going to swoop in and rescue our flailing flowers.
We explained that the superheroes that we would be collecting would be worms. These champions spend all their time busily underground tunneling through the earth making channels for water and roots to pass through as well as cleaning the soil.
Off we set with our magnifying jars to the garden. There the children spent a blissful time digging through the earth with their trowels and their hands putting their faces to the soil to see if they could get a closer look for the elusive worms. As they dug deeper into the earth and their excitement heightened the worms obliged and wriggled one by one to the surface to a chorus of delight. Each one was examined in the magnifying jars. “They have no mouths” said Amanda. “Where are their eyes, how do they see in the dark?” asked Drew. The children had so many questions. “This one is the biggest superhero, he will make the flowers really good” said William. “It’s their poo that cleans the soil” said a very well informed Joao.
The children collected many worms popping each into their magnifying jars whilst marveling and comparing the diversity of each worm that squirmed and twisted out of the ground. “How many worms are there in the ground?” asked Sophie. “I have a whole family of worms all different shapes and sizes” said Lilly.
Walking back to the school the children cautiously carried their superheroes, they eagerly dug holes in their outside flower pots and amid some gasps they dropped the worms in the pots and covered them over in soil.
Our children have become captivated by worms and their super powers which has led us down a whole new path of inquiry. In a world where children are bombarded by plastic superheroes with unrealistic powers it is a reminder to us all that one of the greatest natural superheroes is constantly wriggling beneath our feet.

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