ICS Early Years Center Blog

Inter-Community School Zurich, Switzerland

October 14, 2015
by katebowen
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Kindergarten Visit to Hof Narr Farm

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“Let nature be your teacher”

William Wordsworth

Our ongoing relationships with Hof Narr organic farm provides a wealth of learning opportunities for the children. Through their encounters with the animals, the orchard and the vegetable garden, the children explore big concepts such as change, growth and sustainability in an environment that is rich and engaging. As we move into the second year of our ongoing relationship, it was an exciting prospect to share this wonderful space with a new group of children. We considered what significant learning opportunities would arise from these initial encounters with the space and how this learning could be extended and taken forward as the children revisit the farm over the coming school year.

As we prepared to leave for our first visits the children buzzed with questions. This was a reminder of the significant opportunities for learning that can only be explored outside of the classroom context. The children wondered about what they would see and make connections to their current knowledge and understandings about farms.

Upon our arrival at the farm, we met with Sarah, the farmer. This was a first encounter for the children and it was important for her to share with the children about ways to keep safe when interacting with animals. The key concept she explored with the children was observation. She encouraged the children to observe the behaviours of the animals and let that guide interactions safely. By offering this responsibility to the children, she was empowering them as well as developing important skills which can be applied in different places they encounter animals. Her message to the children was clear; we have rules that I can share but I also want you to be in charge of your actions. An analogy she used to help them to connect to this understanding was to invite them to think about how they would want a visitor to come to their home.

The children shared their ideas:

“They should knock on the door.” Ellen
“Or ring the bell” Max
“They should come in slowly, not running.” Charles
The children then connected these personal feelings to the animals which guided their initial interactions.

As we visited each of the animals on the farm the children spontaneously asked questions they were curious about.

“Does the rooster wake you up every day? What time does he wake up?” Alex
“Why is Lucky the horse called Lucky?” Pippa
“Can the chickens lay eggs that make baby chickens?” Charles
“What do the pigs like to eat?” Jacob

These were all questions that the children were highly motivated to explore further. At this point, the teachers supported with questions and further development of the children’s ideas. This was an opportunity to find out what excites and interests children about the animals. What are their areas of interest? How can we provide experiences and opportunities both on the farm and back at school to help the children explore their questions further?

As we formed these basic agreements and listened for the children’s interests, we also began a process of creating a shared relationship with Sarah and a connection to a new space, the farm, which has the potential to become significant in our learning journeys.

We shared a snack prepared with ingredients harvested on the farm and then had an opportunity to explore the farm’s garden. The children were excited to encounter so many different fruits and vegetables.

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We visited the orchard and Sarah shared what fruits are ready to be harvested at this time of year. We had the opportunity to collect several types of apples and pears. We then visited the garden and observed broccoli, lettuces, squash, pumpkins and more. The children were impressed by the size of one large pumpkin. Sarah offered if we could lift it we might bring it back to school. The children embraced the challenge with the help of Max’s dad who supported us with transporting it back to school.

The children made a connection between the pear juice we had for our snack and the many pears we found at the bottom of the pear tree. It was suggested that we make our own juice back at school. Max’s dad offered to bring a juicer from home so we could explore the process the pears go through in order to be made into juice.

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On our walk back to the tram, Charles pondered what he had observed about life on a working farm.
“You know Sarah (the farmer) won’t even need to go to the shop will she? She will buy seed and then she just grows everything they eat.”

We will continue to build a relationship with the farmer, the animals and the farm as well as explore the rich opportunities for learning at the farm throughout this year.

 

October 1, 2015
by Andrea Mills
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Den Building

Connecting Threads of Learning in Different Spaces

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As our class groups develop a growing sense of community, we intentionally plan learning provocations based on children’s interests which promote connections among our environments both indoor and outdoor. We aim to have threads of learning which are expanded upon in multiple spaces offering opportunities to scaffold and consolidate ideas.

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In the past weeks, there has been an emerging interest among a group of children around den building in the classroom as well as the courtyard space. The children have used large building blocks, fabrics, clothes pins and tape to work together to create a wide range of dens, tents and houses. We observed several components to this work.

First, there was the challenge of the actual construction of the structures. One group worked together to brainstorm and problem solve around the best way to build their den in a way that would be stable. A short exchange of dialogue and viewpoints illustrates the importance of the social context in which these children built understandings.

Izumi: The pegs won’t work! They just won’t work. You have to get something else.

Aaron: Maybe those long sharp ones that you put in like this. (hammering gesture)

Teacher: Nails?

Aaron: Yes, nails

Teacher: Hmmm, nails might not be ok for this floor. I wonder if there’s something else we could use?

Nikita: Cello tape?

Aaron: Yeah, cello tape and pegs.

Teacher: Should I get you some

Izumi: We can use the pegs for these like because it’s small enough but the tape for parts it won’t fit.

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The children used scientific thinking to collaboratively find a solution. Like engineers, they problem solved to figure out ways to successfully achieve their goal. They worked together to support the fabrics among the blocks to create a structure that was agreed upon by all. When they were successful, there was a sense of teamwork and group achievement. The child-driven nature of this collaboration added a heightened sense of investment. This particular experience was motivated by a small group. Yet, as other children passed by they offered help, suggestions and feedback, becoming part of the collective experience.

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The children sought out spaces for den play in the back courtyard as well, indicating to us that this was an idea the children were invested in and worthy of further exploration. Some common threads emerged as considerations for the children in their constructions. The ideas that seemed important to them included:

safety

hiding

protecting (babies, robbers)

being together

making spaces for activities like eating together and sleeping

The themes of the children’s narratives around what is valued in the  constructions give us a lens into the children’s thinking.  Play is a way for children to make sense of their world. As such, play enables a sense of empowerment  to explore emotions, fears, theories and ideas in a world where children are working out their place. We saw this clearly in the den projects.

Building on this interest, we reproposed the idea of structure building during a visit to the forest. Spending dedicated time learning in nature is an intentional decision in the Early Years. The encounters and interactions with each other and the environment become rooted in our EYC identity as the children and teachers form strong connections to this space. As such, it was a natural choice for a reproposal of  these interests. We wondered if these same themes would emerge and how children might work together and build on their thinking in the forest context.

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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:

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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

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Using the materials and their ideas the children began constructing. Mouza asked for teacher help with placing the materials higher to create a bed to climb up. The children were required to problem solve as the materials began to move. Smilla and Mathilda thought the rope would be useful. They found a “rainbow branch” and Smilla, who is learning English, showed us by using her arm in a circular movement that she wanted it tied up. The teachers secured a knot so it was safe.  Mathilda felt the rope was too long for a swing when she saw Khalid use it. Giulia had an idea with the orange string. She began to knot the rope and together they worked to secure it. Izumi intervened by bringing strings and offered to climb a tree to stop it from falling. This was an opportunity for the children to explore ideas around structural integrity in the context of construction. They listened and cooperated around a shared goal.

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The children demonstrated sophisticated communication skills, accessing multiple verbal languages within the group to reach a shared goal around how to tie the string so that it is attached securely.

Elena: Was ist deine Idee? (What is your idea)

Eleonore: Das ist nicht schwierig (It’s not hard)

Elena: Das ist nicht zu haben (You shouldn’t use this)

Elena: Machst du das Giulia? We need a tighter knot, a very tight knot. What do the ties do?

Nikita: This is a really tight and close so the knot doesn’t come undone.

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There was also some dialogue around friendships and power structures.

Jake: We are chiefs from Giulia (Jake and Aaron)

Aaron: Yeah; we are searching for our friends from other countries.

Lance: We found a white special rock, because it looks like a diamond.

Finlay: I found something that is quite strange! Come, we found a new house. It’s a lot of sticks in here!

Lance: I will close the gate. I have security guards.

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The reproposal of den building with new materials in the forest was an opportunity to revisit play themes that were important to the children.  As the children engaged in tying knots, manipulating yarn around branches and constructing with diverse materials, they were actively  building their fine motor skills in a self motivated way. Physical activities requiring gross motor competencies like climbing, jumping, walking and running are promoted naturally in the forest environment. The ongoing den project illustrates why we are committed to offering children diverse opportunities to consolidate and expand their ideas, thinking and theories. We look forward to building on these interests and experiences in familiar and new contexts over the next weeks and months.

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“The wider the range of possibilities we offer children, the more intense will be their motivations and the richer the experiences. We must widen the range of topics and goals, the types of situations we offer and their degree of structure, the kinds of combinations of resources and materials, and the possible interactions with things, peers and adults”.

– Loris Malaguzzi

Photographs by Rebecca Smith – ICS Early Years Teacher

June 25, 2015
by Andrea Mills
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Arts Fest: Exploring our Group Identity, Creating and Exploring with Found Natural Materials

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The forest is a special place which has become deeply rooted in the identity of the Early Years Centre learning community. Each class spends weekly time dedicated to exploring the outdoor environment where children are able to learn with and through nature.

The focus of the school wide Arts Fest this year, “Collabor-Art” was an opportunity to work together across the Early Years Centre with children, teachers, as well as the grade eleven students who supported us with the documentation of these experiences.

Our aim was to explore the sharing of thinking that the children have around the time that they spend in the forest. We took time to listen and to identify their emotions, as well as observe their explorations while engaged in outdoor experiences. There was much dialogue during forest encounters as well as connections made through reflections back at the classroom.

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Some children reflected on how they might feel in the forest while others considered the types of sounds they might experience.

Masha: “I heard birds, maybe little birds”

Jake: “Peeping and clacking”.

Naomika: “Sounds like different kinds of birds. Yeah, I hear, one goes, cheep, cheep, one goes cheap tweet tweet. Like a blackbird, a crow, a woodpecker”.

Eleonore: “We could make a nest for the birds. They’re chirping”.

Izumi: “I feel happy (in the forest) because it’s dark and we can play there”.

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The auditory component of the forest environment emerged as an important theme for many of the children. Some groups visited the forest in different types of weather to observe and experience how rain, wind and other natural forces might effect the way the forest sounds. The grade eleven students recorded and videoed these observations.

Children also reflected on how they like to spend time in the forest.

Alex: “Building dinosaur dens with my friends and also balancing on the big log and jumping from the log. I also liked when we built a bridge on the stream”.

Adeline: “I like building little tents so we can have our snacks inside it. It’s so fun to carry the big heavy sticks to build the big tent”.

Oliver: “I like building a tent and also a bridge on the stream. I like to make a rainbow with sticks in the forest”.

The children’s comments expressed their clear ideas about how they like to make choices about spending time in the forest. They demonstrated strong understandings of opportunities in the forest setting as well as a sense of personal agency.

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The multi-sensory and beautiful woodland setting inspires a sense of wonder and creativity. During our visits leading up to the arts days, we listened for the rich dialogue, meaning making and theory building of the children.

Charles: “My boots can stick on the surface (of the wet, squelchy mud)”.

Wille: “There is a baby goat near my home. I’ll feed him with these flowers (indicating the dandelions and buttercups he has picked)”.

Lily: “These flowers are for my clay forest. The purple are the most beautiful ones because they love the sun. They love everything. Can we bring clay to the forest? I want to make my clay forest now. Look how many flowers I have! It’s going to be a true forest”.

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As a teaching team, we spent time considering our observations and discussing how we could re-propose what we had seen in the forest back to the children upon their return to school.  We had noticed previously how the children enjoyed bringing  items back from the forest and placing them in the courtyard.  Taking this interest in mind, wooden boxes were provided, and we invited the children to leave their forest treasures with the growing collection of natural materials following each forest visit. Soon we had abundant pinecones, grasses, rocks and sticks of all shapes and sizes.

Creating Day

The re-proposing of the interests that the children had demonstrated in the forest provided an opportunity for the creation of art installations reflecting our connection with the forest. The Early Years Centre classes collaborated with some Grade 11 students, who documented the process with technology, including stop motion video of two installations, a slide show of a photo compilation and a film.

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https://vimeo.com/131404930

Password: ArtsFest

Key Points of Interest

In the forest, we observed that some key points of interest emerged. The children engaged in wrapping, threading, creating designs/structures and noticing details in different ways. The invitations to revisit these themes in a different context back at school provided the children with opportunities to build on their ideas and create deeper shared understandings. There was a sense of synergy as the group collectively worked toward larger creative goals connected to our group identity.

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Celebrating our Work and Identity with Families

After the Creating Days, the children were highly motivated to share about their experiences. We invited families to a special evening of forest inspired installations as well as a walking visit to our forest space. The classes prepared delicious snacks including guacamole, homemade bread, fruit kebabs and more. We noticed a pride and commitment to describing the project and the ways the art and forest were present throughout the Early Years Centre.  The children eagerly showed their families around our shared spaces and it was a beautiful evening of shared connection built around the children’s work and our identity as a community.

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Text by Andrea Mills

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

Videos by ICS Grade 11 students

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.

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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.

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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

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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.

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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.

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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.

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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.”

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 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.”

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                    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.

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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.

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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
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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.

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Choosing flowers to decorate our dining tables.

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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.

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Preparing the fruit.

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Preparing the cheese and crackers.

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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.

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Taking food orders and serving the meals.

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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.

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The restaurant is open to our families.

 

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

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

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

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

These were some of the children’s ideas:

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

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

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

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

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March 17, 2014
by Heidi Harman
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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!

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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.

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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.

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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.

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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

 

February 23, 2014
by Rajeshree Rao
0 comments

Animals in Winter

In our year-long Unit of Inquiry ‘Sharing the Planet’ we, in EY2 RR, have been researching animals that hibernate and those that live in the Arctic. We have also been looking at the relationship between animals and people.

We compared and discussed how we, as people, stay warm in winter and the ways in which animals, in the Arctic, stay warm.

These are the questions that helped us start our discussions and thinking:

How do we keep warm in winter outside and at home?

  • Walker:     We cover ourselves with a blanket.
  • Anika:        We need a scarf, hats and gloves.
  • Zane:          Snow boots.
  • Wren:         Neck warmers and warm clothes.
  • Annabel:    At home we have a fire to keep us warm

How do animals stay warm in winter?

  • Nicolas:     They have hot skin.
  • Alex:           They have fur.
  • Walker:     Some have a special skin to keep them warm.
  • Amy:          They have special oil in their skin, which keeps them warm.

After these discussions, which demonstrated what the children already knew about the topic, we concluded it would be fun to do a science experiment to discover how it would feel to be an Arctic animal swimming in icy water. This experience would not only help in the children’s understanding but also give a practical hands-on experience, which they would love.
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First, each child put their bare hands in a tray of ice. We counted to see how long they could hold it in there. Some could keep their hands in the ice until we counted to 75 and we had to stop them.

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  •  Zane:             It is really, really very cold.
  • Ffion:             It is slippery and cold.
  • Annabel:        It is freezing

Next, we put on thin rubber gloves for the children and covered the gloves with fat. The children, then, put their hands into the icy water. The fat protected their hand from the cold water.IMG_4906

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  • Ffion:          It is not cold now. I can keep my hand in here for a long time.
  • Edward:     I like it now. My hands are not freezing. Mrs. Rao, do the animals have the sticky thing (fat) on their body?
  • Walker:      Yes, animals that live in the cold places have special skin and also fat to keep them warm.
  • Edward:     The cream we have on our gloves, I think, helps the cold to just fall down.
  • Mrs.Rao:   What do you mean?
  • Edward:     I think now, that the cream protects them from the cold.

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The children agreed that their bare hands felt very cold but with fat it felt warm.
This experiment helped the children to become scientists, make predictions, observations and understand how the layer of fat, that some animals have, keep them warm in winter.

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November 26, 2013
by Heidi Harman
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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!

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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.

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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.

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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!

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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.

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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:

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June 20, 2013
by Rajeshree Rao
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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.

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