ICS Early Years Center Blog

Inter-Community School Zurich, Switzerland

June 20, 2013
by Rajeshree Rao
0 comments

Exploring our Sense of Touch

Unit of Inquiry Who We Are: ‘We use our bodies to learn about the world’.

The children in EY2 Red have been exploring touching different materials and objects in the classroom, school and at Waldkinder.

One morning when the children came to school, they found various provocations – trays with different material like soil, bubble wrap, hay, plastic chains, playdoh, rocks, cotton, bark of a tree, and a blind fold. IMG_8017
The children showed they were good communicators when they discussed with their friends what they observed and how the objects felt.IMG_8022 IMG_8025

After observing (Sense of sight) and exploring the objects (Sense of touch) with her friends, Morgan came up to me and said “Mrs. Rao, can we touch and feel things with our feet too. Maybe we could try it? Could we use the blind fold?” A few other children joined in this conversation:
Ana: “We could try this new experiment”.
James: “Mrs. Rao can hold us so we do not fall and hurt ourselves.”
Lily: “I do not think we can feel with our feet like our hands”.
Vincent: “We have skin in our body and I know we can feel even in our feet”.
Mariana M: “When we get an ouchi in our body we can feel it because it hurts”.

This activity promotes exploration, investigation and language for thinking.IMG_7499IMG_7478

We encouraged the children to feel the objects with their feet and talk about what they thought they were stepping on and how it felt:
Vincent: “It feels hard and pokey is it the chains we play with for measuring things”
Mariana E. “It feels soft: It is what we used for our winter trees.”
Oliver: “It feels ticklish; it is hay we used it to make the little pigs house.”
Lenny: “It feels little soft and hard. It is playdoh.”
Gabby: “It is the soil we used for planting our bean plants”.
Vinicius: “It is bubbly; I like to pop it”.IMG_7464IMG_7431

The children enjoyed this experience through play. They were able not only to identify the objects, but could also connect them to the time they had used the objects in class. Through this activity the children realized that one could feel an object not only with one’s hands but also with the feet and other parts of the body.IMG_7722
The five senses lend themselves to science activities that require children to make observations with their eyes, ears, nose, tongue, and skin. Further more, they are able to communicate their observations (hot/cold, prickly/soft/sticky, etc.) to others.

May 24, 2013
by Rajeshree Rao
0 comments

Life Cycle of a Frog

Exploring and learning about life cycles through observation and illustration is important for children to help them respect and care for the living things around them.
Inquiring into life cycles within a context that children will understand and recognize is best done by observing and discussing the life cycles of flowers, butterflies, frogs and chickens. It allows children to understand that with growth there is change.
We in EY2 Red are observing the life cycle of a frog. IMG_6378
Before we brought the tadpoles to class we had a class discussion about frog eggs, tadpoles and frogs. The children shared their thinking and personal connections about these:
• I have never seen a frog egg or a baby frog.
• I have seen big black frogs in my grandma’s garden.
• When we are quiet we can hear the frogs singing in the pond.
We then followed up by reading the book “Oscar and the frog” and a few books about the life cycle of frogs, to deepen and challenge the children’s thinking and provoke more discussion.
We were lucky to find tadpoles in our school pond. We scooped out a bucket full of tadpoles with water from the pond and brought it to our class. Before we moved them into the tank we put some rocks, weeds and pond plants. IMG_6389IMG_6390

It was wonderful to see the excitement on the face of the children!
“Come and see it looks like a fish and swims like a fish too”.
“I wonder if they have eyes (we know that worms do not have eyes)”
“I like to see his tail wiggle. The tail is a little bit bushy”.
The children come to school every day excited to see if the tadpoles have grown. We are waiting to see the back and front legs to appear, facts discovered during the children’s research.IMG_6448 IMG_6547
They continue to observe and discuss the changes whilst referencing the books available to them. The children have shared their learning and theories with their Grade 3 reading buddies and some Grade 5 students visiting our class. IMG_6686 IMG_6841
This experience has provided opportunities for language development (learning new vocabulary) maths (numbers, size) and science (life cycle).
If we want children to respect the natural environment, we have to give them opportunities to connect and experience it.

May 6, 2013
by Heidi Harman
0 comments

Encouraging and Supporting Children’s Individual Inquiries

Supporting Our Personal Inquiries and Wonderings — Cracks in the mud inquiry

In the Primary Years Programme, we believe that optimal learning takes place when it is genuinely connected to the world around an individual student. Acquisition of both knowledge and skills and the search for meaning and understanding are most successful when done in relevant contexts.

Edward, Karson, Daniel, Villum and William found some cracks in the ground and wondered how they got there.

 

Karson, “there must be some pipes under the ground, and they’re getting bigger, so the ground is opening up”.

Edward, “no, there is something bad under there and it wants us to fall in”.

Daniel, “I think someone has been digging. Come, look. There is mud under the cracks. Maybe someone used their nails”.

Mrs. Harman is wondering if the ground is dry and that is why the cracks are there. Maybe if it had rained, the cracks wouldn’t be there? Karson has the idea to put water on the cracks to see if they stay or go away. Karson and Villum went to fetch the jugs of water while Edward, Daniel and William guarded the cracks in the earth. Karson and Villum poured water onto the cracks and we all noticed the cracks begin to disappear!

We could make the cracks disappear even faster by rubbing our fingers over them.

Edward began digging with his stick once the earth became wet mud and decided to dig for treasure.

He says he will continue to keep digging every day until he finds the treasure.

Edward, “we need to put lights on our hats so we can see when we go down”.

Karson, “when we see an X on a treasure map, that is where the treasure is”.

The children  felt inspired  to create treasure maps to help them find the ‘Diamond Castle’ under the cracks.

 

The cracks remain a source of inquiry to us. Why are they only located in this part of the playground at the top of the slope under a tree and nowhere else in the playground? This led to discussions about shelter from the rain and where rain water goes.

March 21, 2013
by Rebecca Smith
0 comments

How We Express Ourselves

How We Express Ourselves

EY have been exploring and expanding our ideas related to the Central Idea that There are different ways and reasons for sharing stories.

The experiences we have engaged in were designed to help us to develop questions, theories and understandings focused on the Key Inquiry areas:

  • Stories can be shared in different ways
  • Stories are shared for different reasons
  • How stories express different perspectives

Please click on the following link to view a movie which shows many of these learning experiences (in EY2 Yellow) and how they encouraged us to make discoveries and meaning throughout this Unit Of Inquiry.

https://vimeo.com/62296581

To view the video you must use the password: 4eyparents

Skip to toolbar