ICS Early Years Center Blog

Inter-Community School Zurich, Switzerland

February 21, 2017
by Rebecca Smith
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Interpretations and Representations of Mushrooms and Fungi found at the Wald

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.

Mathematical Thinking

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 forestYodai 

Scientific Thinking 

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.  

Language Skills

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.

Arts Experiences

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.

March 8, 2016
by Andrea Mills
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How The World Works: Developing Theories About the Winter Forest Through the Arts

The children in Early Years 1 have a strong relationship with the nearby forest as we spend weekly time exploring there. This natural ever changing setting provides countless opportunities to develop and explore theories connected to our unit of inquiry’s central idea that The Earth’s natural cycles influence the activity of living things.

The Language of Photography

With the intention of inquiring into natural cycles and patterns of behaviour in living things, we took some time to observe the children’s self-initiated interests during forest explorations. One morning, it was proposed that the children use cameras to take photographs of whatever they found compelling. In this way, the language of photography became a tool for the children to demonstrate their interests by sharing what they were drawn to through the literal lens of the camera. It quickly became clear that trees were a strong source of fascination and possible entry point for this exploration. OLYMPUS DIGITAL CAMERA

(Photo by Felipe Early Years 1)

Back at the classroom, we met, shared the images the children had captured as well as the children’s ideas about the trees. One child remarked that, “It looks like the branches are talking to each other.” The children were engaged with this idea and we wondered together what the trees might say if they could indeed talk. As a team of educators, we found this a powerful and significant approach to making sense of their images of winter trees. In their poetic way, the children seemed to be giving a “voice” to the trees.

Emma: “He’s saying Daddy or Mommy or baby.”

Felipe: “Maybe it’s a storm.”

Neela: “Like he says his clothes are falling down like he’s so skinny and spiky because there’s no leaves and maybe he wants to take a bath.”

 

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(Sharing ideas about the children’s tree photographs)

Through their words, the children expressed some discoveries about ways trees are affected by winter in our local context including leafless branches and windy storms. The children were given opportunities to explore their initial ideas with diverse materials and through multiple symbolic languages. We wanted to support the children with their exploration of the concept of causation and their wonderings around Why is it like it is”?

The Language of Clay, Sculpture and Design

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Typically, journeys to the forest include bringing back some natural treasures like branches, greenery, pinecones and acorns. Back in the classroom, we proposed these materials to the children together with clay. Some children chose to recreate the forest as they experienced it. Others represented the stream with clay and yarn. The nature of the work was highly collaborative with rich discussion and interaction. Amelie shared, “It’s the water when it’s moving.” We noticed that several children incorporated sound into their narrations. The children expressed their impressions of the tree sounds with the words “swish,” “bwaaaa,” “shhhhhhh” and others. Many used shivering body language indicating they had made a connection about the cold, windy weather and how it impacts them, supporting a developmentally appropriate understanding that we live in a world of interacting systems in which the actions of any individual element affect others. 

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“These are the tallest trees talking and they’re connected.”  Jackson

Graphic Representations of Talking Trees IMG_4755

(Observing, thinking, drawing and narrating about “the talking trees.”)

The children’s initial theory about talking trees was both beautiful and significant. The reproposal of this idea through graphic representation provided a way for the children to build the understanding that in art people make choices to construct meaning about the world around them. As the children drew they narrated:

Emma: “This is a storm and the tree is falling down in the storm.”

Neela: “Like a little girl was walking down the street and she heard the crunchy things and then saw the tree and the bird and she loved it.”

Felipe: “It’s falling down like that one.”

Billy: “These are all the leaves. They’re twirling only at the bottom.” 

Throughout all of the proposals, the children’s narrations, work (photographs, videos, sculpture) and previous ideas were presented back to them. During meeting times and before experiences with new materials, the children were given an opportunity to remember and reflect as teachers shared the work that had happened previously. In this way, the adults supported a deepening of thinking by acting as keepers of the children’s ideas and theories always supporting with extending connections and making learning more meaningful and relevant. 

 

The Language of Sound

The children had already identified sound as an important component of the winter forest. It was proposed that we record some sounds together that might be significant for the children. We shared the recordings back at the classroom and the children shared their reactions:

Jackson: “It’s a crunch, crunch, crunch” (walking in snow).

Felipe: “I hear the river song.” 

Leila: “You can hear the snow.”

The idea that the forest has sounds particular to a season represented another way of knowing and making sense for the children.

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(Exploring the sounds of the stream in winter)

Consolidating Ideas through the Language of Dance and Movement

Throughout these experiences there seemed to be several threads that emerged for the children. The ideas of storms and wind were strongly represented in the children’s drawings, narrations and sculptures which may reflect the children’s own experiences with winter in Switzerland. Sounds of the winter forest, particularly the sound of snow, as well as the “voice” of the trees were other points of interest and exploration. It was proposed that the children might explore these ideas with dance and movement. With a particular focus on the children’s observations about sound as well as the “voice” they had given to the trees, we wondered together how the winter forest might move or dance. 

Amelie: “We would have to be really high” (demonstrating with her arms and tippy toes).

Leila: “We would go fast.”

Ridley: “The snow might be quiet.”  

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(Using movement to represent understandings about the winter forest)

The children joyfully used their bodies to dance and move as they perceived the trees might with many stretching high, creating a storm by gracefully shaking the dancing ribbons and making blowing movements. Their discoveries about sound and movement to express creative ideas were pathways for the children to make sense and communicate understandings in a kinesthetic way. The children gave each other feedback when we viewed video footage of these experiences. One child commented that her friend “was storming very fast”.

The Arts as Symbolic Languages to Build Understandings

Throughout this inquiry the children used the arts as symbolic languages to build understandings about the natural cycle of the winter forest. The children’s strong relationship with the forest was key to supporting their theories about natural phenomena in a relevant way. As they were given opportunities to express ideas with clay, drawing, sound and dance, they were inquirers and their ideas evolved in a transdisciplinary manner.

Through listening, speaking and sharing their thoughts, observational skills developed. The children had a sense of agency as they were empowered to make choices about their work and interactions supporting the understanding that art has meaning as well as potential to support with making sense of ideas. The arts became a powerful vehicle to explore scientific concepts.  The understanding that art has meaning as well as potential to support with making sense of ideas was very present in this exploration of  natural phenomena. The theories, ideas and discoveries that came from the children will be explored further as we transition into spring supporting the children with developing an understanding that the earth’s natural cycles influence living things.   

“We are – and we must be convinced of this – inside an ecosystem: our earthly journey is a journey we make along with the environment, nature, the universe. Our organism, our morality, our culture, our knowledge, our feelings are connected with the environment, with the universe, with the world. And here we can find the spider web of our life.”

– Loris Malaguzzi

This project was collaboratively supported by Andrea Mills, Early Years Atelierista, Aisling Broderick, EY1 Teacher, and Lisa Rosado Darham, EY1 Teaching Assistant 

 

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

 

September 3, 2015
by Rebecca Smith
3 Comments

Building Communities

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

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

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

The Taste-Testing

The children shared their different reactions to the tasting.

Jake: “It is yummy!”

Finlay: “Quite sour, but yummy.”

Paolo: “Yummy.”

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

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

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

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

Apple Pie Ingredients/Apfelkuchen Zutaten

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

The children graphically represented the ingredients needed for the recipe.

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

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Cooking Day

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

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

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

Owen: “It was crunchy, tasty crunchy.”

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

Maxi: “I thought it was good.”

Ellen: “It was tasty and yummy.

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

MA: “I like the crusty thing.”

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

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A Visit to Opa’s Garden

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

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

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

Paolo: “Una potato.

Zeena: “I got some fresh potato today.”

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

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

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

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

Photographs by Rebecca Smith – ICS Early Years Teacher

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

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
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The Importance of Splashing

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

Heraclitus

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

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

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

October 20, 2014
by Rajeshree Rao
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Developing Language and Mathematical Skills using Stories

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As a class we read and enjoyed Julia Donaldson’s picture book ‘Stick Man.’ The rhyme within the text is simple and repetitive, allowing the children to join in with the ‘reading’ and predict and identify rhyming words within the story. The fact that the story begins in autumn and finishes in winter is represented by the eye-catching illustrations.  These allow the children to make connections between elements of the illustrations and the seasons of the year. It also helped to form understandings related to our year long Unit of Inquiry,  ‘How the World Works’, in which the children are exploring  how changing seasons affect the environment.

After we read the book several times, the children drew their own ‘stick man’ from their perception and understanding of the story.

The children planned to make these drawings come to life, and to collect natural materials to create their own ‘stick man’. Before heading off to the forest, there was a class discussion about the kinds of things that would be needed.

These were some of the children’s ideas:

‘We need long sticks to make the daddy, small sticks for the children and middle size sticks for the mummy’

‘We need a big stick to make a family home’.

After a successful time in the forest gathering all they needed, the children then made their own individual members of the stick family, adding detail such as eyes, hair and hats.

These explorations not only helped children to develop their language and communication skills, but also evolved into mathematical thinking, as the children counted and compared the lengths of the sticks as needed.

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