ICS Early Years Center Blog

Inter-Community School Zurich, Switzerland

December 17, 2015
by Rebecca Smith
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Exploring Children’s Theories About Power Through Multiple Symbolic Languages

Unit Of Inquiry: How We Express Ourselves October – December 2015

Background: Children connected strongly with teacher sharing of experiences in Iceland. With the intention of building on this interest through the lens of our UOI How We Express Ourselves, various learning proposals were explored.

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Returning to school after the break, we met for our morning meeting to share stories of the places we visited and adventures we had over the autumn holiday. Teachers modelled how to recount orally by using gestures, actions, body language and words to share an experience of visiting Iceland. We showed the children images of the dramatic landscape, and shared about a favourite experience, visiting an Icelandic Forest Kindergarten as part of a professional development experience (Images above: Iceland and (Víðivellir) Kaldársel Preschool, October 2015). The adventure included joining a group of young children on a journey across lava fields, foraging for berries and magical treasures in the moss undergrowth, as well as venturing down into dark caves and cracks formed by volcanic eruptions. These stories captivated and excited the children. From discussions, we realised that the children were very knowledgeable about volcanoes, and that they were interested to find out more about these powerful occurrences.

In order to take their initial interest forward, a small group visited the library. Ms. Judith showed us how to use the catalogue and numbers to find books on a particular topic. We checked out many nonfiction books about volcanoes and Iceland, which we were able to use for research. The metaphorical eruption of interest surrounding volcanoes quickly spread through EY2. Children from other class groups came into the Language Arts Atelier to share their knowledge, to read and research the books and ask questions. We also used technology to view short National Geographic documentaries. The children found the video clips of erupting volcanoes highly engaging and exciting. 

Through our learning experiences we built a vocabulary list of keywords related to volcanoes. One keyword that we selected was ‘Lava’. We made a connection that lava has the same sounds as in our friend Lola’s name. As we continued our research we added important words to this list. In creating the word list the children have participated in modelled and shared writing experiences as well as observing teachers’ writing. The children experimented with symbols and letter writing to label diagrams, pictures and collage artworks. We talked and shared about our work to help other people to understand and enjoy them.

Through informal conversations, small group discussions, researching in nonfiction books and viewing of National Geographic videos, the teachers gathered data about the children’s prior knowledge.

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Listening to Children’s Voices and Identifying Threads of Interests: Scientific Processes, Power and Sound

The children engaged in much dialogue and exchange throughout the research. As we listened to their ideas and thinking it became clear that there were several threads of emerging interest that we wanted to explore further.

Scientific Processes

Much of the resource material we explored from the library and online included scientific phenomena as well as images of scientists investigating and making discoveries. As the dialogues below illustrate, the children were intrigued by scientific processes as well as the role/job of scientists.

Maxi: “The five people are going to put the fire out. Aaron knows they come if they stand at the volcano around the crack it and fall into the lava. Why does the lava out up?”

Izumi: “Maybe the pressure?”

Aaron: “It wants to get out of the storm and it explodes if you put water in a volcano it will then even more bad. See, I told you they can live in volcanoes (scientists at volcano footage).”

Mouza: “The volcano is erupting.”

Maxi: “You have to (be away from) the rocks to be safe.”

Finlay: “Volcanologists are doing research for volcanoes.”

Mathilda: “How does the lava come up to the volcano?”

In order to support the children’s thoughts around ways scientific theories can be developed as well as expand their thinking about scientific wonderings in real life contexts with scientists, we took several steps. First, we added a science lab to the dramatic play area with magnifying glasses, samples of volcanic rock, crystals and more. Interested children visited the ICS High School science lab to learn more. We also invited Professor Dr. Orlando Scharer to visit the EYC and share about his job and his laboratory as well as answer the children’s questions. In response to questions about how to be a scientist he shared that he felt it is very important to have curiosity about how things work and to be open to new ideas.

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Power

Another thread that came through strongly in the children’s narrations was the allure of what they perceived as “powerful.“ The children shared these impressions:

Owen: “These are the bullets that shoot out the volcanoes the white thing is the explosion.”

Jack: “The hottest thing in the whole wide world.”

Paolo: “This is lava that shoots up from the volcano and it’s really fast.” (translated from Italian)

Jack: “Very fiery!”

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As we listened to the children discussing their ideas, words connected to the bigger ideas of power became important to them.

We developed a new list of vocabulary words which we heard repeatedly from the children. 

spewing

exploding

burning

melting

hotter

disintegrating

cracking

smoke

grappling hook


The Atelier of Visual Arts: In Dialogue with Colour

It was felt there was a possibility to add another layer to the children’s thinking about power in ways that stretched and added to their scientific interest in volcanoes. The aim was to propose ways for the children to creatively express and build on their identified ideas about “power” through multiple symbolic languages/mediums.

Mixing Powerful Colours

With the goal of building on the children’s interest in and observations of the stunning colours of lava in books and video clips we planned for a variety of experiences:

One proposal in The Atelier of Visual Arts  was an exploration of “powerful colours”. The children were invited to consider if colours might convey properties of power. We set up a paint mixing experiment with opportunities to create new colours. The children used new vocabulary, well-developed language as well as scientific thinking in these interactions. There was a high level of peer engagement as the children co-constructed group understandings of what properties constitute a powerful colour.

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Some reflections made by the children:

Billy: “I made yellow, yellow, because of the sun ‘ton ilio’ the sun.” (translated from Greek)

Nikolai: “Maybe red, because red is like a volcano. Turn into light red. I did do it really fast. ‘Captain America Red’.”

Kasper: “Red because the red can show lava. It is powerful, it be in lava. First use red, then pink, then yellow, next white. Now this makes ‘dark weird pink’. Coconut milk drink. Could we add this white. Yummy and tasty coconut milk drink. It is super good and super tasty.”

Tuur: “‘Strong’ colour because it’s very dark. I started with orange. I could open them. I add red. I did some yellow cause it makes orange. Add, I think it is pinky red. What if I do a little bit of pink?”

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Taking it Further: Scientific Thinking and Experimentation with Potion Mixing in the Classroom Laboratory

We wanted to continue to build on the children’s interest in scientific processes and also provide opportunities to test out their theories about colour mixing in another context with an added layer. With this aim in mind, the classroom was reproposed as a laboratory to include potion making. Professor Orlando brought lab supplies like test tubes which we included in the lab space as well as glass jars, food colouring, eye droppers, water, measuring containers and clipboards with writing materials. The children were invited to collaboratively create colourful potions. This became a popular work space in The Atelier of Visual Art with frequent visits. We observed much curiosity, collaboration and creative thinking in the development of various potions. The children were innovative with their use of language in naming the potions.

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Exploration with Wire, Sculpture and 3 Dimensional Representations of Thinking

We also added wire and collage/recycled materials to the The Atelier of Visual Arts as an invitation to represent ideas connected to power with the intention of providing a space for additional perspectives with new and different resources. Interested children used wire to create powerful sculptures.

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Looking at Powerful Colours through the Lens of Light

The light table included diverse materials and textures to create and experience collaboratively. The children were invited to interact with these resources and each other. Interested children worked together to create designs.

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The Language of Sound

Another thread which was ever present for the children was the importance of sound. Throughout the encounters early on with images and videos, the children creatively vocalised their interpretation of volcanic sounds. It was  proposed that we might record these and the children were enthusiastic. After much experimentation with creating sounds and listening, a sequence of volcanic sounds created by the children was put together. The children also commented and critiqued extensively on the use of sound, sound effects and music in the video clips they viewed demonstrating an understanding that sound can convey messages and add meaning.

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The Language of Dance and Movement: Power Posing through Mining, Dance and Photography

The children were also invited to explore through the language of movement. We played a game where children mimed the act of lifting heavy and light objects. The children interpreted the task in different ways and shared their ideas about ways bodies can communicate actions and feelings with a particular focus on powerful movements. A part of one classroom was reproposed as a movement area with mirrors, a visualiser and simple black and white scarves and fabrics. It became a space for the children to freely explore interpretations of powerful movement.

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Another component to this exploration was documentation through the language of photography. Initially, the teacher acted as the photographer and documenter of children’s powerful poses and movements. The children were highly engaged with the printed images of themselves and their peers with much reflective dialogue about the power posing. After some time though, the children were invited to take an active role behind the camera lens. At “Special Someone Morning”, the children captured their families’, teachers’ and each other’s poses.

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Yoga Poses

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To extend our explorations about “power,” we proposed an experience which would incorporate the power of the mind and body; the practice of yoga. There was much background knowledge given the numerous encounters and mediums in which the children had previously accessed to explore these ideas throughout the term. To begin the yoga sessions the children were invited to listen to some tranquil music, use a mindfulness bell to settle their bodies and minds and then to explore different poses with yoga cards. The children were excited and motivated to try out different positions and many were open-minded and risk takers with embracing new ways to move their bodies. The children were dedicated to the practice and highly motivated to create their own yoga poses. There was much joy throughout this experience and children worked collaboratively in a kinesthetics mode to develop unique poses. They used new language in labelling their pose for our own version of a yoga card game.

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349 Yoga Poses for wall

In Reflection:

From our perspective, the experiences that have been proposed throughout this inquiry have profoundly supported the children’s inquiry into ways that imagination can inspire us to create. We could not have predicted that our teacher sharing of experiences in Iceland would be something the children connected with so strongly. The proposals and projects are meaningful investigations into ways we can express ourselves; our thoughts, ideas and feelings, through multiple symbolic languages including art, movement and music. We observed thoughtful interactions where collaboration and communication has been overwhelmingly abundant. The time and experiences together have invited us to learn more about each other and to grow as a group. The many encounters required extensive mathematical, scientific, artistic, physical and language skills, all of which were woven throughout the experiences. Throughout this learning, the children have been active protagonists in building their ever expanding understandings.

Compiled by Rebecca Smith (EY2 Teacher) and Andrea Mills (Atelierista)

October 29, 2015
by katebowen
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International Schools in Host Culture Contexts: Supporting exploration of the PYP learner profile through outdoor learning

“Must we always teach our children with books? Let them look at the mountains and the stars up above. Let them look at the beauty of the waters and the trees and flowers on earth. They will then begin to think, and to think is the beginning of a real education.”

David Polis

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In an international context such as ours, students, families and educators bring the richness of diverse cultures, identities and influences of a global community. Working and learning together, we inevitably draw on individual backgrounds to create our own identity as an international community. Building on this idea, we also recognise how important it is for children to make authentic connections to local culture, geography and values of our host country of Switzerland. These connections play a significant role in shaping ways we live and learn together at school.

As a PYP school based in Switzerland, we recognize the importance our host culture places on children spending dedicated periods of time in the outdoors. The connections we have made with the local forest through our weekly visits have become deeply rooted in the identity of our learning community. Each of our EYC classes has a year long unit of inquiry into the laws of the natural world through the transdisciplinary theme How the World Works. The forest learning space has become central to the deep, rich inquiries of these units of exploration. Therefore, time in the forest, throughout the whole year and in all weathers is an integral part of the programme.

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Time spent in the forest is planned for by teachers with learning opportunities connected to the children’s current interests. We aim to develop children’s ideas and theories by re-proposing and connecting threads of learning in both the classroom and forest context. Encounters in natural spaces support the children to deepen their understandings about the world and are reflected upon when the children return to the classroom. This provides a platform for teachers to plan for further learning.  It is important to us to ensure connections between the forest and classroom continue to flow back and forth between the two spaces. When observing the children as they explore the forest together what often strikes us is the remarkable opportunities the outdoors has for developing the PYP attitudes in an organic and meaningful way

 As children set out for a morning of forest exploration the air buzzes with anticipation. The children and teachers alike are inquirers anticipating a morning full of awe and wonder as we embark on a shared learning journey.  As the children work together both independently and in collaborative groups, we observe and document their emerging theories and their connections to the Units of Inquiry. 

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The forest also provides a wealth of opportunities for the children to demonstrate and practice the attributes of the IB Learner Profile in a way that cannot be replicated in a classroom setting. As children climb trees and explore physical challenges they learn to develop their own understandings about boundaries and explore what it means to be courageous risk takers. The children are knowledgeable as they ask questions and build their own theories about the changes they observe in the natural world. They carefully consider what inquiries are personally relevant and meaningful and how they can extend their knowledge back in the classroom. Or as they work together to build a shelter they communicate their ideas with their peers, solving problems and thinking through possible solutions. They demonstrate their caring, principled outlook on the world around as they truly become stewards of the earth.

For the community at ICS, the forest is not just an additional learning environment, it is an essential part of our identity. It is a place where we can truly come together as a group to work and play in harmony with the natural world.

“Let nature be your teacher.”

William Wordsworth

Kate Bowen, Andrea Mills, Rebecca Smith and Victoria Newman

ICS Early Years Teachers

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

 

June 25, 2015
by Andrea Mills
1 Comment

Arts Fest: Exploring our Group Identity, Creating and Exploring with Found Natural Materials

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The forest is a special place which has become deeply rooted in the identity of the Early Years Centre learning community. Each class spends weekly time dedicated to exploring the outdoor environment where children are able to learn with and through nature.

The focus of the school wide Arts Fest this year, “Collabor-Art” was an opportunity to work together across the Early Years Centre with children, teachers, as well as the grade eleven students who supported us with the documentation of these experiences.

Our aim was to explore the sharing of thinking that the children have around the time that they spend in the forest. We took time to listen and to identify their emotions, as well as observe their explorations while engaged in outdoor experiences. There was much dialogue during forest encounters as well as connections made through reflections back at the classroom.

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Some children reflected on how they might feel in the forest while others considered the types of sounds they might experience.

Masha: “I heard birds, maybe little birds”

Jake: “Peeping and clacking”.

Naomika: “Sounds like different kinds of birds. Yeah, I hear, one goes, cheep, cheep, one goes cheap tweet tweet. Like a blackbird, a crow, a woodpecker”.

Eleonore: “We could make a nest for the birds. They’re chirping”.

Izumi: “I feel happy (in the forest) because it’s dark and we can play there”.

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The auditory component of the forest environment emerged as an important theme for many of the children. Some groups visited the forest in different types of weather to observe and experience how rain, wind and other natural forces might effect the way the forest sounds. The grade eleven students recorded and videoed these observations.

Children also reflected on how they like to spend time in the forest.

Alex: “Building dinosaur dens with my friends and also balancing on the big log and jumping from the log. I also liked when we built a bridge on the stream”.

Adeline: “I like building little tents so we can have our snacks inside it. It’s so fun to carry the big heavy sticks to build the big tent”.

Oliver: “I like building a tent and also a bridge on the stream. I like to make a rainbow with sticks in the forest”.

The children’s comments expressed their clear ideas about how they like to make choices about spending time in the forest. They demonstrated strong understandings of opportunities in the forest setting as well as a sense of personal agency.

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The multi-sensory and beautiful woodland setting inspires a sense of wonder and creativity. During our visits leading up to the arts days, we listened for the rich dialogue, meaning making and theory building of the children.

Charles: “My boots can stick on the surface (of the wet, squelchy mud)”.

Wille: “There is a baby goat near my home. I’ll feed him with these flowers (indicating the dandelions and buttercups he has picked)”.

Lily: “These flowers are for my clay forest. The purple are the most beautiful ones because they love the sun. They love everything. Can we bring clay to the forest? I want to make my clay forest now. Look how many flowers I have! It’s going to be a true forest”.

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As a teaching team, we spent time considering our observations and discussing how we could re-propose what we had seen in the forest back to the children upon their return to school.  We had noticed previously how the children enjoyed bringing  items back from the forest and placing them in the courtyard.  Taking this interest in mind, wooden boxes were provided, and we invited the children to leave their forest treasures with the growing collection of natural materials following each forest visit. Soon we had abundant pinecones, grasses, rocks and sticks of all shapes and sizes.

Creating Day

The re-proposing of the interests that the children had demonstrated in the forest provided an opportunity for the creation of art installations reflecting our connection with the forest. The Early Years Centre classes collaborated with some Grade 11 students, who documented the process with technology, including stop motion video of two installations, a slide show of a photo compilation and a film.

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https://vimeo.com/131404930

Password: ArtsFest

Key Points of Interest

In the forest, we observed that some key points of interest emerged. The children engaged in wrapping, threading, creating designs/structures and noticing details in different ways. The invitations to revisit these themes in a different context back at school provided the children with opportunities to build on their ideas and create deeper shared understandings. There was a sense of synergy as the group collectively worked toward larger creative goals connected to our group identity.

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Celebrating our Work and Identity with Families

After the Creating Days, the children were highly motivated to share about their experiences. We invited families to a special evening of forest inspired installations as well as a walking visit to our forest space. The classes prepared delicious snacks including guacamole, homemade bread, fruit kebabs and more. We noticed a pride and commitment to describing the project and the ways the art and forest were present throughout the Early Years Centre.  The children eagerly showed their families around our shared spaces and it was a beautiful evening of shared connection built around the children’s work and our identity as a community.

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Text by Andrea Mills

Photos by Rebecca Smith, The Early Years Centre team and ICS Grade 11 students

Videos by ICS Grade 11 students

June 1, 2015
by Andrea Mills
0 comments

Empowering Students as Researchers

EY1 enjoys a weekly collaboration with some students in Grade 7. Sometimes the older students read books to the younger children. Other times, the students collaborate on learning experiences including construction, clay and gardening. They have also helped us to maintain our outdoor spaces with community service work like sweeping and cleaning.

As one might imagine, there are many benefits to mixed age groups. The older students often embrace a leadership role and the Early Years children enjoy the special relationships that exists with those who, though not adults, possess some literacy and other skills that they often seek out from teachers and other adults in classroom life. This weekly contact also builds a caring community with a sense of connection beyond grade levels.

gr 7 light 2Grade 7 and Early Years students collaboratively exploring color, texture, shape and design

As an IB school, we are consistently asking students to be inquirers and researchers. We value child-initiated questions and encourage students to embrace a sense of curiosity about the world. We teachers are always seeking ways to hone our own research skills in the context of student learning. In early childhood, this often means challenging ourselves to be attentive listeners, keen observers and competent analysers. Children have become accustomed to educators, clipboard in hand, recording the dialogue, facial expressions and social interactions that happen during play and other learning experiences. Children learn best and make sense of the world in contexts that make sense to them.  Naturally, documentation of play narratives is an important part of our research into what and how our students are building understandings.

As part of our collaboration, we proposed that the Grade 7 students might join us as researchers in documentation. On this particular morning, the class was spending time in the Atelier of Light, exploring the color blue through light, texture and shape. Armed with the research tools of notebook, pencil and a commitment to observing and listening, the older children eagerly agreed to spend a morning recording their observations the EY1 children.

Gr7 light

Notes taken by Grade 7 student: 

Castle, pirate ship. Akivia likes knights and castles etc. Jake likes pirates. Bottle caps = stars. Paper = sky/water. Paper and bottle caps = shooting star. A house. Rocket ship. They are building a castle and they add some details to the castle. Some of the kids are putting shiny things on the light surface.

The students took their role seriously and carefully took down notes and observations about the children’s play and encounters with materials. We noted that some students naturally took on the role of documenter while others supported the children’s work. We were impressed with the commitment the older students demonstrated to finding out about the play narratives and explorations. Their observations included details about materials children chose, ways they used resources as well as interpretations of theories.

This collaboration is an example of one way we actively seek to build a culture of research in our learning community. As the teachers and older students inquired about and documented the younger children’s theories, the EY1 children learn that their ideas are taken seriously. Play is the powerful work of childhood and our message is that theories are worth revisiting and expanding. We found the younger students were particularly motivated to articulate about their learning during this collaboration, possibly because they found the Grade 7 students’ interest very motivating.

The social context of learning has a profound impact on the way children construct understandings. In our school community we are committed to creating an environment where relationships are central to learning. By empowering the grade seven students to take an active research role in the Early Years class, they embraced a shared sense of ownership of the important play/work that happens in the classroom.

Photographs: Rebecca Smith

Text: Andrea Mills

March 17, 2015
by Heidi Harman
4 Comments

Listening to Children’s Theories and Ideas About Our World

How do you know the wind is there?

Frequently perceptible, but often invisible, the wind can be a fascinating weather phenomena. Its mysterious nature can bring the languages of science and imagination together. When thinking about the question, ‘How do you know the wind is there?‘, the children‘s voices and illustrations were inspirational. They motivated us to explore the science of wind while relishing in the magical fantasy of it.

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We read many fictional books about the wind. A favourite was ‘Millicent and the Wind‘ by Robert Munsch and illustrated by Suzanne Duranceau. In the story the wind adopts a human persona and becomes Millicent‘s friend. We all particularly enjoyed the stories where the wind is portrayed as a living being with its own personality and thoughts, and some of the children felt motivated to create their own fantasy fictional tales and story pictures related to the wind. A strong thread, which ran through many of the children’s stories, was the power of the wind and its sometimes unforgiving nature.

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Pippa’s drawing to illustrate that the wind is there.

“Trees are windy. The leaves blow off. The tree is bending. See her hair like that? That’s the wind.“ – Pippa

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Jacob’s illustrations of how an artist may convey “twisty wind that goes round and round like a hurricane”.

To begin to learn about the power of wind, we have been experimenting and playing with wind in the classroom. We observed how the fast moving blades in electric fans generates wind and how we can produce a gentle current of air by blowing through straws. We had an amazing time trying to paint using wind from different sized fans, hairdryers and by blowing through straws. It was interesting to observe the children quickly learning how to gain a certain amount of control of these different types of wind forces either by pointing the equipment in the desired direction or by holding them closer or further away from the paint.  We also tested to see if any of these winds were strong enough to make certain objects fly across the room.

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Our experiments led to the question, “why is the strong wind from the hairdryer more successful than the strong wind from the fans when blowing the paints across the paper?“ Some theories included:

“It‘s easier to hold the hairdryer close to the paint.“Thomas

“The hairdryer is stronger. I mean the hairdryer wind is stronger.“Jack

“It‘s smaller, that‘s why it‘s better.“Wille

We now have an anemometer, which we can use to measure the speed of wind. This may help us to discover whether the wind from our hairdryers is moving faster than that from our fans.

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While continuing to consider the question, ‘how do you know the wind is there?’, we decided to construct wind chimes to hang outside in our Early Years courtyard, so that we could look and listen to observe and hear whether there is a wind causing them to move and make different sounds. Everyone brought in various re-cycled materials from home to make our wind chimes. These objects were carefully selected for their beauty and/or interesting form or for their ability to make a sound when moving or knocking against another object. Our completed beautiful outdoor wind chimes, are a perfect way to help us know whether the wind is present.

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After reading information books about the wind and the various forms it can take, we researched some more on the internet, and we particularly enjoyed listening to the range of sounds different types of wind make. We focused on the noises created by a strong wind, a hurricane, a gentle breeze and a tornado. While listening to these different sounds, we each had ideas about how the winds look and make us feel. Letizia said that, “The hurricane sounds like a dragon. It sounds like a dragon screaming. The tornado is a bit like a train.” Pippa liked the gentle breeze as, “It makes me rest.” As we concentrated on each wind noise, we made marks or drew images on paper, which we felt represented each sound. Some drawings were our ideas of how an artist may convey wind, while others were illustrations inspired by the sounds. Afterwards we each put our completed drawings together and made them into individual wind books, which depict our unique interpretations of the different wind sounds.

Building on the children’s interest and reflections about wind sounds, we took it a step further during a music session. The proposal was to create wind stories with musical instruments. Our hope was that the musical materials would provide another way for the children to express their understandings. A group was invited to explore different types of sound makers and share ideas about how the wind might tell a story. The children shared and developed their ideas with each other.

Ellen chose scarves and shared, “I’m doing ballet wind.” She then elaborated by adding, “The day the wind was really strong she pushed us away.”

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 Sharing a story about “ballet wind”.

Jacob chose a black scarf and used it to represent “a scary black wind.” He then blew into a tube and suggested this sound could be the “hurricane roaring like a dragon.”

Lily chose some triangles and told us, “That’s a gentle breeze. It’s only winding.”

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                    Exploring sounds to create musical wind stories. 

When discussing the different wind noises, opinions were mixed as to which was our favourite sound. Some preferred the calmness of the gentle breeze rustling the leaves, while others loved the excitement of the roaring tornado or the screeching hurricane. We now have a graph in our classroom to document and display which wind noise we each like the best. We have recorded each wind sound on separate recording devices, so that visitors to our room can also listen and then add their preference to our graph.

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Jacob chose to explore the science of tornado winds further and read some information books about tornadoes and how they are formed. Jacob then drew his own picture representing how a tornado is formed. After discovering that both hot air and cold air are involved when a tornado forms, Jacob wondered whether he could cause his picture to turn into a tornado! To test his theory, Jacob placed part of his drawing on the warm light of the overhead projector (in the ‘hot air’) and left the remaining part off (in the ‘cold air‘). “Look! My picture will turn into a tornado!“ Jacob cried.

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Our class inquiry into both the science and mystery of wind is still on-going. We have observed the children continuing to choose to look at wind-related books and including the idea of wind in their imaginative role play games. Unexpectedly the concept of feelings was explored fairly deeply during this project. This was particularly evident when we considered the different emotions wind sounds can evoke and when the wind assumed a character in our fictional stories.

Text and photographs by Heidi Harman and Andrea Mills.

January 29, 2015
by Rebecca Smith
2 Comments

Exploring our Senses through Play Dough

When investigating into our unit of inquiry ‘Who We Are ‘, we explored about ourselves through the Central Idea, “We use our bodies to learn about the world.” The children were invited to participate in a variety of  learning experiences that encouraged them to wonder, explore and build understandings related to the different parts of the body, the five senses and how we can learn through using our senses.

The exploration of play dough by the children in EY1RS was an experience that the children came back to re-visit many times throughout the inquiry. In order to support and develop the interest and wonderment about this material, changes to the play dough were considered as a provocation to further exploration. Engaging the sense of smell, the play dough began to yield different aromas of essences, scents, herbs and spices. Our sense of sight was stimulated through the addition of natural colours and dyes, with sensory exploration also being awakened through the addition of olive oil and jelly crystals.  This slowly changing and transforming material, simple in its initial form, repeatedly engaged the children’s senses through play. 

Making play dough engaged all of our senses

Sense of Sight

The children used their sense of sight to gather the equipment and and measure out the ingredients. It was also required to observe changes in the mixture as the recipe was followed.

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Sense of Hearing

It was important to listen to the directions to be able to follow the recipe. The children used their sense of hearing to listen to the questions and ideas of both their peers and teachers as they worked together to make and play with the play dough.

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Sense of Smell

The children used their sense of smell to test and compare the various flavours or scents that we added to the play dough, these included citrus fruit juices, jelly crystals, olive oil, herbs and spices.

P1330090 (1)P1310091When working with the cinnamon flavoured play dough the children were inspired to cook a variety of “cakes”, “cookies” and other edible delights. These treats often required baking in the Home Corner oven.

Tuur explained that we added the spice “to make mine smell yummy.” He encouraged other children to use their sense of smell to test smell of the dough. While shaping her baking items Izumi remarked, “its cinnamon. I love cinnamon.” She and Tuur agreed that the cinnamon play dough smelt “yummy.” As did Maximilian who shared, “Yeah, mine smell(s) yummy too.”

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Sense of Taste

While we of course did not suggest that the children taste the play dough, some children did like to test the taste of the ingredients we used, from the flour, salt, lemon juice and the spices of nutmeg and cinnamon.

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Sense of Touch

Play dough invites you to use your hands to feel and shape the dough into endless ideas. Through the use of our sense of touch we discovered that while different ingredients could change the colour and scent of the dough, often they also changed the texture.  Adding lots of salt makes the dough feel grainy and by adding cornflour it produces a softer and smoother consistency.

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We experimented by adding too much water to one dough mixture. This made the texture ooey-gooey and slimy. Owen excitedly suggested that we add even “more water!” The children played with the mix using their hands. Izumi commented, “It feels dry (before adding the water.) It feels funny. It feels too sticky. Look at my hands! It’s so slimy.” Many of the second language learners (with little or no English) made facial expressions that showed that the texture was sticky and felt interesting to them. Maximilian exclaimed, “Look at my hands!” Melvin commented, “It feels like flour. (Add) more water! Look at my hands!” Nikita added, “The flour feels very soft.” After adding lots of water, Nikita thought that it felt “goopy!”

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We needed to add hot water from the kettle to make a play dough mixture. Aaron explained how he could use his senses to observe the steam rising from the hot water. We tested his theory that we could tell the water was hot by holding our hand over the jug. Aaron shared his understanding that if we touched the hot water it would hurt us. Aaron made connections between how we can use our senses to recognise danger to keep ourselves safe.

By engaging with these provocations, exploring teacher-guided questions and participating in small or whole class discussions, the children were able to exchange ideas and build new understandings related to how “We use our bodies to learn about the world.” 

This is our favourite Play Dough Recipe

Ingredients:

3 Cups Plain Flour

3 Cups Hot Water

2 TBSP Salt

2 TBSP Cream of Tartar

2 TBSP Cooking Oil

1 Packet of Jelly Crystals or a few drops of food colouring

Method:

Mix all of the dry ingredients and oil together in a bowl and stir.

Add jelly crystals or food colour to the hot water.

Add the liquid to bowl and stir.

Let cool. If the mixture is sticky add extra flour.

When you are finished playing, store in an airtight container. It should keep for a few weeks.

P1380165 P1380160Photographs by Rebecca Smith (ICS Early Years Teacher)

 

January 22, 2015
by Andrea Mills
1 Comment

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.

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