ICS Early Years Center Blog

Inter-Community School Zurich, Switzerland

June 25, 2015
by Andrea Mills
1 Comment

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

forest1

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.

forest3

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”.

forest2

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.

forest5

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”.

forest6

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.

forest7

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.

artsfest

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.

artsfest

Text by Andrea Mills

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

Videos by ICS Grade 11 students

June 1, 2015
by Andrea Mills
0 comments

Empowering Students as Researchers

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

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

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

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

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

Gr7 light

Notes taken by Grade 7 student: 

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

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

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

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

Photographs: Rebecca Smith

Text: Andrea Mills

May 7, 2015
by Rebecca Smith
0 comments

Beauty

As educators, we are continually reflecting on the powerful role thoughtful learning environments can play. We strive to create spaces purposefully filled with  abundant beauty because of our strongly held belief that loveliness inspires wonder and curiosity.

Throughout this year we have been inquiring into ways that life is affected by the seasons.  During the autumn months, we purchased many different coloured bulbs anticipating experiences with planting, growing and observing change. We also had the intention of creating a beautiful learning space in the EYC courtyard for the springtime. We knew it would be a surprise and reward for all the visitors to this space after the cold winter months in Switzerland.

Before planting, we carefully observed the variety of bulbs. We made drawings using the thin line black markers, actively connecting the outdoor learning back in our classroom. Graphic representations support the children in developing understandings. As we revisited the task later in the year with paint as a different medium, the representations became a way for the children to express and document their ideas about change, growth and transformation.

The class made predictions about what might happen to the bulbs over the winter months. Children speculated about what colour flowers might bloom. In some ways, this was the beginnings of a shared commitment by our learning community, to developing the courtyard space.

“Maybe orange” was Izumi’s guess.

Melvin thought “Dark blue.”

drawing bulbs

We planted the bulbs along with some hardy winter plants in pots in the EYC Courtyard. We discovered some worms living in the soil, which made us happy. We cared for the bulbs and plants by taking turns to water the pots before the winter snow arrived.

watering

Upon returning to school after the spring vacation we noticed that the pots were a shock of green. It was a surprise especially after the pots had been covered by snow for the previous few months, a colourful reward after a long winter.

We shared our thoughts about the plants,

“I think they will be onions” Nikita (Referring to the original bulb, which appeared to look like onions to her)

“We are waiting” Aaron.

3 capture progress

A few more weeks past and we were so excited to observe the bulbs pop with colour, red, yellow and orange tulips, yellow daffodils, pink and purple hyacinths. Many children were captivated by their beauty. Owen spent the Outdoor Exploration time “just watching the flowers.” He thought that they were “so beautiful.”

4 watching flowers

“Look what has happened … beautiful!” Aaron

“I like the yellow, white and pink (flowers)” Matilde

“The white flowers, it smells like honey” Nikita

“It’s almost as big as me” Melvin and Elena noticed by comparing their heights to the tall tulips and daffodils.

1 flowers

We recorded the arrival of the bright and colourful flowers by working on collaborative murals in the EYC Courtyard, again inviting the children to document their observations of change and growth. The children were pleased to share the beautiful space with friends in grade 2 who painted together with us.

painting 2

We noticed other occasions where the children actively sought to incorporate beauty into their environment. During Outdoor Exploration we observed the boys dedicating much effort to improving the wooden playhouse, using the petals from picked flowers to beautify the space. This group clearly had developed an appreciation of beautifying a space and felt empowered to to take action in this shared effort.

“We need to make the house pretty, so everyone will love the house. We are sprinkling them to get (it) pretty. Put it all on the floor. Can somebody help me make it?” Owen

“I can help you.” Maxi

“We need to do it everywhere, that is nice.” Tuur

“We need to sprinkle them all.” Aaron

flowers in house

Gardening and time in nature provide countless opportunities to explore ways life is affected by the seasons, to build understandings about scientific concepts. These ideas were primary motivators in planning this project. Interestingly, we found that something perhaps more profound happened as well. The act of beautifying our shared space deepened the level of commitment from the children. Knowing that they were active participants in creating the symphony of colour in our courtyard, the children expressed pride and took notice of details that may have otherwise been missed. They became eager to spend more time in the courtyard space as they appreciated the beauty. We believe that children deserve loveliness and pleasing environments to exist in. This experience illustrates how powerful it can be when we create opportunities in our learning community to actively shape the aesthetics of our environment.

Links to our yearlong How The World Works Unit of Inquiry

The Central Idea: Life is affected by the seasons

Photographs: Rebecca Smith

Text: Andrea Mills and Rebecca Smith

April 17, 2015
by Rajeshree Rao
0 comments

Creating a Dinosaur Museum

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

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

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

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

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

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

March 17, 2015
by Heidi Harman
4 Comments

Listening to Children’s Theories and Ideas About Our World

How do you know the wind is there?

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

millicent-and-the-wind

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.

002

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

022

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.

026

034

038

024

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.

003

010

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.

012

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.”

IMG_7089

 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.”

IMG_7082

 

IMG_7076

                    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.

052

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.

Jacob tornado pic046

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

Text and photographs by Heidi Harman and Andrea Mills.

January 29, 2015
by Rebecca Smith
2 Comments

Exploring our Senses through Play Dough

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

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

Making play dough engaged all of our senses

Sense of Sight

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

P1310100P1340658

Sense of Hearing

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

P1310088

Sense of Smell

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

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

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

P1320879 (1)

Sense of Taste

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

P1310064P1310096

Sense of Touch

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

P1310103 P1310112

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

P1320924 (1)P1340335p1310079 p1310081

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

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

This is our favourite Play Dough Recipe

Ingredients:

3 Cups Plain Flour

3 Cups Hot Water

2 TBSP Salt

2 TBSP Cream of Tartar

2 TBSP Cooking Oil

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

Method:

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

Add jelly crystals or food colour to the hot water.

Add the liquid to bowl and stir.

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

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

P1380165 P1380160Photographs by Rebecca Smith (ICS Early Years Teacher)

 

January 22, 2015
by Andrea Mills
1 Comment

Snow as a Natural Resource for Joyful Learning

 

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

P1370390

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.

P1370417

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”.

P1370814

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

IMG_6571

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.

IMG_6627

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

IMG_6595

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.

P1370519

Snow as a natural resource for joyful learning.

P1370770

Making discoveries and exploring ideas in a changed environment.

P1370425

P1370732

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

ICS Early Years Teachers and Teaching Assistants

 

November 13, 2014
by aislingabroderick
0 comments

The Importance of Splashing

water

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

Heraclitus

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

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

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

October 29, 2014
by Heidi Harman
0 comments

Fostering Children’s Passions: Setting Up A Restaurant

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

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

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

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

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

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

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

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

072

Choosing flowers to decorate our dining tables.

073

Selecting fruit to serve at the restaurant.

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

109

Preparing the fruit.

107

Preparing the cheese and crackers.

118

Setting the dining tables.

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

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

144

Taking food orders and serving the meals.

147

Our busy restaurant.

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

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

083

The restaurant is open to our families.

 

October 20, 2014
by Rajeshree Rao
0 comments

Developing Language and Mathematical Skills using Stories

IMG_2857

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.

IMG_1483  IMG_1457  IMG_0949  IMG_1545  IMG_1560  IMG_2016

IMG_1948  IMG_1868  IMG_1930  IMG_2052  IMG_1533  IMG_2038

Skip to toolbar