ICS Early Years Center Blog

Inter-Community School Zurich, Switzerland

November 7, 2016
by Andrea Mills
0 comments

Who We Are: Transdiscliplinary Explorations of Identity, Perspective and Relationship Building

As part of kindergarten’s first unit of inquiry, Who We Are, initial encounters between children and educators, as well as families, began with sharing information about ourselves, developing agreements and spending time together in the spaces of our learning community.

Through a transdisciplinary lens, we have embraced the arts as symbolic languages for children to be creative, collaborate with peers, build and demonstrate conceptual understandings as well as support unit and arts learning outcomes. The Who We Are central idea, Interactions influence our relationships, required thoughtful consideration of meaningful opportunities for children to engage with one another.

Dance, drama, music and visual arts have a long tradition of acting as outlets for personal, collective and historical narratives about different peoples in a broad social context. We felt that collaborative engagement in creative spaces had great potential to draw the kindergarten community together while supporting the concepts and lines of inquiry (People have a responsibility when interacting with others within communities, Connections with the wider community help us learn about each other, Reflection on experiences helps us to understand ourselves and others)  in this unit.

Kinesthetic Identity

Initial learning proposals focused on music and movement. Music representative of the diverse cultural experiences of the children was shared. It became clear that the group felt a strong connection to different types of music through their movements and experienced joy and connection by sharing space in a purposeful kinesthetic way. As an international community the children exchanged stories of how different musical styles were familiar to them. We invited families to share personally significant music as well as research about and listen together to rhythms relevant to the group’s global ties. Music became a way of knowing about each other and our experiences.

As a community we learned about one another’s movement preferences and then developed a word bank of collaboratively generated dance words.screen-shot-2016-10-11-at-09-37-12One parent–a professional ballerina–joined us to help explore the children’s words related to movement. Children demonstrated ways they like to move when alone as well as with friends. A shared movement space provided the opportunity to consider ways our physical interactions influence others. The children often imitated one another and demonstrated joy and respect for different dance styles. To further explore this thinking, wire was offered as another way to represent and build understanding about the diversity in movement preferences. As the children created sculptures reflecting movement preferences they consolidated thinking about the fluid, abstract movement words into a tactile visible creation.p2060798p2060792

OLYMPUS DIGITAL CAMERA

Playing in a Band

Building on the initial movement explorations, a group of children was particularly interested in the idea of creating a “band”. A shared understanding emerged that there were certain essential components that made a band work. The children engaged in dialogue about different roles and responsibilities.

OLYMPUS DIGITAL CAMERA

“If there’s only a singer or only instruments then there wouldn’t be all the things to make the sounds.” Nikita

“Like us three boys we could set up a band. It’s like lots of people singing together on the same team.” Aaron

“There’s music and if there’s somebody singing too and the people who is singing has to follow the direction of the music with their voices.” Isabella

“The boss [has a microphone]. He knows what to sing and the whole band can quickly play with him.” Kai

img_6499-2Through dialogue, drawings and interactions the children developed ideas about a band as a group where collaborations, rights and responsibilities were key. A group list of “items needed by a band”, which included but was not limited to: hair gel, cool vests, a drummer and a microphone, was compiled. From there, we aimed to create opportunities in dramatic play for the children to explore pretend band play as well as engage with various musical experiences.

OLYMPUS DIGITAL CAMERA

Building on the interest and success of these inquiries, the kindergarten community is currently in the planning stages for a “Design Studio”. Plans include transforming a dramatic play space into an area where children can create design plans and experiment with mixing fabrics, basic sewing and costume/ fashion design.

In the true spirit of the PYP as a framework for learning, the children’s interests and ideas are driving this inquiry in a truly transdisciplinary way, while at the same time supporting the broader conceptual understandings and learning outcomes rooted in the UOI as well as the arts.

March 8, 2016
by Andrea Mills
0 comments

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.”

 

OLYMPUS DIGITAL CAMERA

(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

IMG_4803

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. 

IMG_4558

“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.

OLYMPUS DIGITAL CAMERA

(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.”  

OLYMPUS DIGITAL CAMERA

(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 1, 2015
by Andrea Mills
0 comments

Den Building

Connecting Threads of Learning in Different Spaces

P1710858-2

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.

P1750129P1750136-2

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.

P1750124-2

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.

DSCF7187-2

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.

P1750143

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.

P1750175-2

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.

P1750180

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.

P1750183

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.

P1750761P1750764P1750768

“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
0 comments

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.

P1710558

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.

P1710965

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

gifMill

gifMill-1
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.

P1690995

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.

P1690621

 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.

P1690999


gifMill-2

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

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

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

Translated by Lella Gandini

 

June 25, 2015
by Andrea Mills
1 Comment

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

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

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.

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.

 

March 17, 2014
by Heidi Harman
0 comments

A Class Inquiry into Dinosaurs and Fossils

When a child in our class (EY2HH) drew a picture of dinosaurs alongside some fossils, it sparked a new inquiry for us. As he showed his friends his drawing, some were curious about fossils and there was much interest in finding out more about them. We visited Ms. Judith in the library and she helped us to find non-fiction books about fossils (and dinosaurs).

We felt inspired to try to make our own fossils! We made some salt dough and pressed our small dinosaur/ animal/ insect figurines into the soft dough to make an imprint. We then baked the salt dough in the oven until it was hard like stone and the imprint looked like a fossil. We liked to trick visitors to our classroom into believing we had found real fossils while outside during one of our Waldkinder outdoor learning sessions!

019  044

After doing some research and learning more about dinosaurs and how they once lived, we set up an area in our classroom to recreate dinosaur habitats.

008 049

050 043

We thought carefully about which dinosaurs preferred to live together and which liked to be alone. We considered the various types of food the dinosaurs liked to eat and we used play dough to represent some of these foods.

We also used play dough to make dinosaur eggs, but these were too soft and kept getting squashed flat, so we discussed what other materials we could use to construct eggs, which were more life-like. We decided to use a sticky mixture of mud, salt, sand and water. We moulded the sticky mud mixture around our toy baby dinosaurs until they were completely hidden and then we let the ‘eggs‘ dry and become hard. We thought that these eggs looked quite realistic and after a few days we wanted our baby dinosaurs to hatch. Some eggs cracked open easily while others needed tools to help break them open.

053 064

048 061

One of the children took action with her learning and continued with our inquiry at home. She bought a ‘real‘ dinosaur egg from the shops, placed it in water and, after a few days, the egg cracked and the dinosaur hatched out! We were kept updated with the egg‘s progress with photographs and the baby dinosaur was also brought to school once it had finally hatched.

 017

033

This personal inquiry has tied in perfectly with our year-long unit of inquiry, Sharing the Planet, where we are learning about animals, habitats, relationships, characteristics, need and interactions.

Photos by Heidi Harman

 

November 26, 2013
by Heidi Harman
0 comments

Creating Homes for Forest Animals…in the Classroom!

Within our year-long unit of inquiry, Sharing the Planet, we are inquiring into the different animals in our lives and our responsibility in caring for living things and the environment.

Last week the children were given some recycling materials and they began to use them to create homes, nests and dens for our toy forest animals. We decided to use our nature corner of the classroom to set up this project. The children’s enthusiasm and excitement was both infectious and inspirational and they devoted the whole morning to their project. In fact, they were so engrossed that they didn’t even want to break for snack time!

001

004

It was delightful to observe the collaboration taking place while everyone worked together, shared resources and helped each other. As the children created, constructed and built, they spoke about caring for the animals and all the things which the animals would need and want and how they would go about making these things for them.

Tomy said, “The animals need a bed and something to play with. The hedgehog wants a picture on the wall. A drink and food.” Tomy then proceeded to draw a picture to hang on the wall of the hedgehog’s nest and he drew ‘a photograph’ of the hedgehog to hang up too. He completed the nest by making a sign reading ‘Hedgehog’s Home’.

Mats, Tyler and Matilde used cardboard to make lots of owls to sit in our big tree and keep guard over the animals sleeping below.

009

Some children drew pictures of trees to create a ‘forest feel’ and Matilde wrote ‘sh’ to remind us to be quiet when playing near the animals.

026

Many children felt that the homes needed windows to create light and they even added cardboard tubes to serve as ‘look-out’ holes so that the animals can look out and find their lunch without having to go outside!

007

The children realised that we needed lots and lots of leaves to make soft beds and also to create a true forest floor in our classroom, so we quickly put shoes and coats on and went outside to gather leaves.

020

021

Our collaborative project is still ongoing. Masha brought in a toy from home for the animals to play with and she also made a book for the animals to read. Maebh collects acorns from the playground each day for the animals to eat and Nicky, Villum and Mats made a small trough using foam bricks to store the acorn food. We are continuing to make more elaborate nests and dens and we are using air dry clay to make mice, birds and hedgehogs:

049

024

027

 

November 7, 2013
by Andrea Mills
0 comments

Joyful Rainy Day Possibilities

Water play is an essential component of a quality Early Years program, offering interesting and dynamic opportunities for learning and interacting. At ICS, we feel strongly it is important to provide children with rich outdoor sensory experiences, in addition to those offered by the conventional classroom water table. Some may be tempted to peek out the window and view today’s rain and wind as a deterrent to the great outdoors. It was inspiring to look at the three years olds in Rebecca Smith’s class, who clearly recognise the possibilities of a rainy morning. P1110055Children develop problem solving skills as they explore concepts like floating and sinking as they build understandings about how and why thing happen.

Some wise person once said, “there is no such thing as bad weather, just bad clothing”. We are fortunate that children in our program come prepared for outdoor learning in most weather. Rainy day outdoor water play offers countless learning opportunities without the constraints of space and worries about spills. Young children are natural scientists and explorations in the rain promote an authentic sense of wonder in a unique way that is unmatched by an indoor space. P1110062 Water is an ideal substance to learn about concepts of more/less, empty/full, before/after as well as principles of physics like water force, effects of gravity and much more. Children must utilise complex mathematical/ scientific thinking. P1110056 Water play promotes language development as children learn new vocabulary like funnel, measuring cup, sieve, moisture, etc. They are also actively using language with peers and teachers to make sense of their experience.  P1110044 These children were required to use language abundantly and develop negotiation techniques to navigate complex social situations including sharing space/materials and working together toward common goals and shared ideas. P1110065 The success of these rich, rainy day explorations is clear from the children’s engagement with the materials and each other. We teachers also feel refreshed and inspired after some joyful outdoor learning time.

Photos by Rebecca Smith (ICS EY Teacher)

Skip to toolbar