The children visit the forest each week in our Waldkinder sessions. These encounters form the basis for building knowledge and making links to our How the World Works Unit of Inquiry. This is a yearlong unit in which we explore how ‘All living things go through a process of change’.
Through provocations, discussions and experiments we build theories and show our ideas connected to
Living things change over time.
There are factors that affect life cycles.
Ideas and explanations can be communicated in a variety of ways.
The children in EY2RS were fascinated with the mushrooms we found in the forest. The children had many wonderings, and we made plans to explore and learn more about mushrooms. Throughout our inquiry we worked as scientists by closely observing specimens in their natural habitat and a lab setting that we created in the classroom. We consulted many nonfiction books to research and find information to answer some of our questions. When growing our own mushrooms we used scientific and mathematical thinking to record, interpret and compare data. We were artists as we made observational drawings, visual and 3D representations of mushrooms using a range of materials. We were authors and performers when we told, retold and acted out stories about the environment and forest animals. We were architects, engineers and builders when we designed models of mushrooms using the wooden blocks and other construction materials.
Building experiences to create the forest storytelling light area, and prompts such as constructing 3D representations of mushrooms encouraged the children to explore and develop mathematical understandings. These included recognising that attributes of real objects can be compared and described. We practiced identifying, comparing and describing the attributes of real objects. While building the children compared the length of objects using non-standard units. The children were also encouraged to describe observations about objects in real-life situations.
When growing our own mushrooms the children were encouraged to recognise that information can be obtained in different ways. We collected data and represented this information in a variety of ways, including through pictographs and tally marks. The children described, sorted and labelled real objects by their attributes. These included real mushroom specimens, other objects found in the forest and 3D representations of mushrooms made from clay.
Observational Drawings of Mushrooms found in the forest – Yodai
The children were encouraged to make meaning connected to the Living Things learning outcomes through a number of invitations;
Exploring in the forest during Waldkinder sessions using tools, such as magnifying glasses.
Closely observing specimens in the forest and a research setting to make observational drawings.
Ask questions, inquiring to find answers and devise theories.
By growing our own mushrooms the children were able to recognise and understand about the life cycles of a living thing. They were asked to document how living things change over time, while observing and describe how life cycles can be affected.
To watch the life cycle of the mushroom in real time we conducted an experiment to grow our own and documented the growth and changes over time. The children recognised that information can be obtained in different ways. We held group meetings to discuss our observations and about the ways we could record the data and made a system to show who would be in charge of watering the boxes each day. We created a chart to show this information. Each child made their own Mushroom Journal, which they worked on over the two week period to document, visually through drawings and with simple writing, showing the life cycle of the mushrooms.
There were many occasions for the children to be readers and develop their reading skills. Opportunities such as listening to stories and reading books invited the children to explore and develop reading skills, such as understanding where one should start reading in printed text. They learned how to handle books, and show an understanding of how a book works, for example, the cover, beginning, directional movement and end.
In German sessions the children were invited to distinguish between pictures and written text. They again, explored how to handle books and revisit the different parts of books in German language. They were encouraged to locate and respond to aspects of interest in self- selected texts (pointing, examining pictures closely, commenting) and show curiosity and ask questions about pictures or text.
Through the learning experiences the children explored how people can express themselves in writing. Opportunities for drawing, identifying and labelling mushrooms encouraged skills such as using their own experience as a stimulus when drawing and “writing.” We asked the children to participate in shared writing sessions, where they were invited to observe the teacher’s writing and making suggestions.
The classroom learning experiences, materials and layout were designed to encourage the children to interact effectively with peers and adults. The children were expected to ask questions of others to learn more or to obtain simple information, to understand simple questions and to respond to these with actions or words. Through meetings and demonstrations the children practiced using gestures, actions, body language and/or words to communicate their needs and to express their ideas. Listening and responding to picture books was a daily choice in our class. The children were invited to share their perspectives by showing pleasure, and demonstrating their understanding through gestures, expression and/or words.
The children would tell their own stories using words, gestures, and objects/ artefacts, for example, devising forest scene and forest animal stories in the light area, or with the puppets and natural materials. The children could use their mother tongue (with translation, if necessary) to express needs and explain ideas.
Throughout this Unit, the arts have been powerful symbolic languages for the children to express their developing ideas and theories. They built understandings by working with a diverse range of creative materials including drawing instruments, paints, clay, blocks, light/shadow table as well as felt and clay. Within the context of the Unit of Inquiry, the children have been supported with developing an understanding that the arts are a means of communication and expression.
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.
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 NationalGeographic videos, the teachers gathered data about the children’s prior knowledge.
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.
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.
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!”
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.
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 ofbuilding 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 Artswas 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.
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?”
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.
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.
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.
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 wasproposed 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.
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.
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.
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.
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) in collaboration with Christina Ntagkouli (EY2 Teaching Assistant)
Connecting Threads of Learning in Different Spaces
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.
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)
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.
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.
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:
protecting (babies, robbers)
making spaces for activities like eating together and sleeping
The themes of the children’s narratives around what is valued in theconstructions 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 empowermentto 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 ofthese interests. We wondered if these same themes would emerge and how children might work together and build on their thinking in the forest context.
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:
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.
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
Jack: A rope
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.
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.
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.
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.
“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
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.
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.
Natural environmental influences like wind, light and shadowsadd an additional layer to children’s explorations
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.
We observed that there were several distinctive ways the children interacted collaboratively:
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.
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.
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.
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.
Ms. Claire surprised us with an overflowing bag of apples from a 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 children shared their different reactions to the tasting.
Jake:“It is yummy!”
Finlay: “Quite sour, but 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.
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.
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.”
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.
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.”
These 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
The Early Years classes have been exploring the relationship between spaces and how people use them as part of our unit, Where We Are in Time and Place. Throughout this inquiry, the children had many opportunities to build understandings about how people use different spaces as well as our responsibility in sharing spaces with others. We chose to focus on the context of different atelier/ studio spaces offered in a free flow environment. These spaces were open to all of the early years children who were asked to make a choice about where they wished to spend time at the beginning of each morning.
In the Atelier of Light, the children were offered time and space to carry out their own research into various aspects of the phenomenon ‘light’. The space was designed for interactive inquiry and for individual and group experimentation. The environment was organised around light sources, Light boxes, OHP (Overhead Projector), LED strings of lights and technological tools such as Visualiser cameras and an Interactive Whiteboard, which were paired with a variety of tools and materials. The invitations were presented in visually pleasing ways and an atmosphere of intrigue and beauty was ever present. The inviting workspaces created the drive for exploration and construction of hypotheses and theories.
We observed and documented how the children operated in the spaces, how they responded to changes in the environment and how newly introduced articles altered, changed or enhanced their play and research. An example of changes to the physical environment, was an increase in the number of light boxes from one to three. While the children were always captivated when attempting to build taller structures, we found that with the addition of the bigger work space the children’s structures evolved from being built on a single box to become bigger and elaborate designs that covered across more than one box. Adding the LED strings of light were a popular addition to The Atelier of Light. The children’s explorations transferred from working with the materials and light on flat surfaces (light boxes and OHP) to exploring light with their whole bodies. Aaron made a discovery about the light from the LED strings, “It goes through your fingers,” Aaron. “Does it go through my head? Can you look?” asked Tuur. A new question which required further research was formed.
Exchange and comparison of viewpoints was valued in this space. Sometimes children chose to research alone, and later shared thinking with peers and teachers. Sometimes they reported back in a whole class meeting, enabling the children to investigate the concept of light and the role of space and environment from different point of views. Again, we noticed the children responding to the changes to the environment. The addition of a second overhead projector, placed next to the first one, encouraged children to work in parallel or join together to create collaborative designs across the two work surfaces. The environment encouraged the children to discuss their thinking, plans and processes. Additionally, the thinking created in this space embraced imagination, promoted narrative as a form of interpretation and explanation, and offered interaction with scientific forms.The children were invited to make connections to this unit’s central idea about ways we use space in the context of the Atelier of Light. It became clear that children built understandings about ways to make artistic and scientific discoveries in this space through the lens of light.
By adding the Visualiser Camera to the space the children were able to see themselves at work in the learning environment in real time. This offered the children an interesting way to reflect and assess how they operated and learnt in the space. Some reflections about changes made to the learning environment of The Atelier of Light;
“It looks much cooler like that(with the new setup.)(He turns the lights on and off at the light table)I like just the LED lights on.” Aaron
“I want to go in this classroom because there’s light. Light table.That is why. I like that it is dark.” Owen
After spending the morning sessions in The Light Atelier Daisy asked, “Miss Smith, can I have snack in your room? I like the light boxes. I like the light when they shine.”
Izumi explained, “I like that I can see the different lights and different colours. We make decorations (by hanging the CDs) on strings. If you put it (a CD) next to the light it turns to shine rainbow-y (colours).”
“I like to play with light.Then (I)make something beautiful with the blocks on the light table. When it is dark, I can see much better the light,” shared Eléonore.
‘The wider the range of possibilities we offer children, the more intense will be their motivations and the richer their experiences.’
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.
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”.
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.
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”.
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.
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.
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.
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.
Text by Andrea Mills
Photos by Rebecca Smith, The Early Years Centre team and ICS Grade 11 students
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.
Grade 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.
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.
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.In 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.In 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.Our 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.Through 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.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.Through 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.On 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.We 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.
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.
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.
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
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.
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.
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.
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.”
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.”
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.
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.
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.