Week in Review May 16th - 20th

Week in Review May 16th - 20th

Butterfly Update

Last week the children observed and drew the caterpillars. On Monday, we noticed they had made a big change! The caterpillars all went into their chrysalises to prepare for their next change. We discussed how they looked and asked for the children's predictions about what would happen. We also did some research and read about the process caterpillars go through. Some children were focused on the changes the caterpillars would experience and some were excited to see them fly. They were able to observe the chrysalis and draw what they saw. Everyone is excited to see what they will look like on Monday!

Early Learning Expectations Met:

1.       1.  Creativity-Imagination-Visualization. Children demonstrate a growing ability to use originality or vision when approaching learning; use imagination, show ability to visualize a solution or new concept.

  2. Initiative-Engagement-Persistence Attentiveness. Children demonstrate the quality of showing interest in learning; pursue learning independentl

  3.  Visual Arts. Children show how they feel, what they think, and what they are learning through experiences in the visual arts.

  4.  Aesthetic Appreciation. Children develop rich and rewarding aesthetic lives.

1.        5.  Spoken Language: Expressive. Children develop abilities to express themselves clearly and communicate ideas to others.

2.        6.  Spoken Language: Receptive. Children grow in their capacity to use effective listening skills and understand what is said to them.

           7.  Fine Motor Development. Children experience growth in fine motor development and use small muscles to improve a variety of fine motor skills both in structured and unstructured settings.

1.       8. Observation and Inquiry. Children develop positive attitudes and gain knowledge about science through observation and active play.

2.      9.  Living and Non-living Things. Children show a beginning awareness of scientific knowledge related to living and non-living things.

3.      10. Knowledge about the Earth. Children show a beginning awareness of scientific knowledge related to the earth.

Transferring Water

During group time, we gave the children a problem to solve. There were two water tables outside. One was full, and one was empty. Their challenge was to move the water from the full table into the empty table. They told us their ideas about what tools and strategies they would use. Small groups went outside and used basters, scoops, spray bottles, and sponges to fill the empty water table. They all practiced their problem solving and cooperation. 

Early Learning Expectations Met:

1.       1.  Creativity-Imagination-Visualization. Children demonstrate a growing ability to use originality or vision when approaching learning; use imagination, show ability to visualize a solution or new concept.

 2. Initiative-Engagement-Persistence Attentiveness. Children demonstrate the quality of showing interest in learning; pursue learning independently.

 3.: Curiosity–Inquiry-Questioning Tinkering-Risk Taking. Children demonstrate an interest and eagerness in seeking information (e.g., be able to see things from a different perspective, fiddling with something to figure it out or attempting a reasonable solution).

4.       4.  Resilience-Optimism-Confidence. Children demonstrate the capacity to cope with change, persist, move ahead with spirit, vitality and a growing belief in one’s ability to realize a goal.

5.       5.  Reasoning-Problem Solving-Reflection. Children demonstrate a growing capacity to make meaning, using one’s habits of mind to find a solution or figure something out.

6.       6.  Participation-Cooperation-PlayNetworking-Contribution. Demonstrate increasing ability to be together with others, in play or intellectual learning opportunities and/or making positive efforts for the good of all; join a community of learners in person and digitally as appropriate.

1.     7.  Spoken Language: Expressive. Children develop abilities to express themselves clearly and communicate ideas to others.

2.     8.  Spoken Language: Receptive. Children grow in their capacity to use effective listening skills and understand what is said to them.

         9.   Relationships with Others. Children develop healthy relationships with other children and adults

         10. Body Control and Activity. Children increase their ability to understand and control their bodies and learn that regular physical activity can enhance their overall physical, social, and mental health
         11. Gross Motor Development. Children experience growth in gross motor development and use large muscles to improve a variety of gross motor skills in a variety of both structured and unstructured and planned and spontaneous settings.
         12.  Fine Motor Development. Children experience growth in fine motor development and use small muscles to improve a variety of fine motor skills both in structured and unstructured settings.
          13. Positive Activity. Children participate in activities that encourage self-motivation, emphasize cooperation, and minimize competition.

Walking on Stilts

We introduced a new way of moving to the children this week. Walking on stilts! The children used small bucket stilts and experimented with how to walk on them. At first, students had to practice and test different ways of using them. Once they understood how to use them, they were able to walk all around. We noticed the children being interested in how tall they were and how their perspective changed with just a few extra inches.





Early Learning Expectations Met:

1.  Creativity-Imagination-Visualization. Children demonstrate a growing ability to use originality or vision when approaching learning; use imagination, show ability to visualize a solution or new concept.

2.       2. Initiative-Engagement-Persistence Attentiveness. Children demonstrate the quality of showing interest in learning; pursue learning independently.

3.        3.  Curiosity–Inquiry-Questioning Tinkering-Risk Taking. Children demonstrate an interest and eagerness in seeking information (e.g., be able to see things from a different perspective, fiddling with something to figure it out or attempting a reasonable solution).

4.       4.  Resilience-Optimism-Confidence. Children demonstrate the capacity to cope with change, persist, move ahead with spirit, vitality and a growing belief in one’s ability to realize a goal.

5.       5. Reasoning-Problem Solving-Reflection. Children demonstrate a growing capacity to make meaning, using one’s habits of mind to find a solution or figure something out.
           6. Gross Motor Development. Children experience growth in gross motor development and use large muscles to improve a variety of gross motor skills in a variety of both structured and unstructured and planned and spontaneous settings.

       7.: Body Control and Activity. Children increase their ability to understand and control their bodies and learn that regular physical activity can enhance their overall physical, social, and mental health.

Painting with Crazy Brushes

This week students tried a new way of painting. They used paintbrushes that were attached to masks and hats. They tried them on and tested different ways of making marks on their paper. Children noticed it was harder to paint this way because they had less control over the brushes. They tried moving their heads up and down, back and forth, and all around to paint different pictures.


















Early Learning Expectations Met:

1.       1.  Creativity-Imagination-Visualization. Children demonstrate a growing ability to use originality or vision when approaching learning; use imagination, show ability to visualize a solution or new concept.

2.       2 Initiative-Engagement-Persistence Attentiveness. Children demonstrate the quality of showing interest in learning; pursue learning independently.

3.        3.  Curiosity–Inquiry-Questioning Tinkering-Risk Taking. Children demonstrate an interest and eagerness in seeking information (e.g., be able to see things from a different perspective, fiddling with something to figure it out or attempting a reasonable solution).

4.       4. Resilience-Optimism-Confidence. Children demonstrate the capacity to cope with change, persist, move ahead with spirit, vitality and a growing belief in one’s ability to realize a goal.

5.       5.  Reasoning-Problem Solving-Reflection. Children demonstrate a growing capacity to make meaning, using one’s habits of mind to find a solution or figure something out.

          6: Visual Arts. Children show how they feel, what they think, and what they are learning through experiences in the visual arts
          7. Aesthetic Appreciation. Children develop rich and rewarding aesthetic lives.

Week in Review May 9th-13th

Planting Seeds

The children have noticed changes outside and are talking about new plants growing. To help them understand this process further, we gave them the materials to grow their own plants. We talked about what a plant needed to grow and what steps we would follow to be planters. The students knew that plants needed dirt, water, and sunshine. We gave them the materials and they added the dirt and grass seed into small cups. They watered all of their seeds as well. The class has continued to care for the grass and are eager to see it sprout.

Early Childhood Standards of Quality Met: 

1.       1.Early Learning Expectation: Initiative-Engagement-Persistence Attentiveness. Children demonstrate the quality of showing interest in learning; pursue learning independently.

  2. Early Learning Expectation: Curiosity–Inquiry-Questioning Tinkering-Risk Taking. Children demonstrate an interest and eagerness in seeking information (e.g., be able to see things from a different perspective, fiddling with something to figure it out or attempting a reasonable solution).

            3. Early Learning Expectation: Fine Motor Development. Children experience growth in fine motor development and use small muscles to improve a variety of fine motor skills both in structured and unstructured settings.

1.       4.Early Learning Expectation: Observation and Inquiry. Children develop positive attitudes and gain knowledge about science through observation and active play.

2.      5. Early Learning Expectation: Living and Non-living Things. Children show a beginning awareness of scientific knowledge related to living and non-living things.

3.      6. Early Learning Expectation: Knowledge about the Earth. Children show a beginning awareness of scientific knowledge related to the earth.

Observing and Drawing the Caterpillars

This week we introduced caterpillars to the class. We talked about what they looked like, how they moved, and what was in their home during group time. Afterwards, children were able to watch and observe the caterpillars up close. They noticed the caterpillars looked similar to worms and had "pokey things" all over their body. We talked about how we could draw them. The children each represented the caterpillars using lines and shapes in different ways. We will continue to observe and draw the caterpillars as they grow and change.

Early Childhood Standards of Quality Met:

1.       1.Early Learning Expectation: Initiative-Engagement-Persistence Attentiveness. Children demonstrate the quality of showing interest in learning; pursue learning independently. 

2.        2. Early Learning Expectation: Curiosity–Inquiry-Questioning Tinkering-Risk Taking. Children demonstrate an interest and eagerness in seeking information (e.g., be able to see things from a different perspective, fiddling with something to figure it out or attempting a reasonable solution)

           3. Early Learning Expectation: Visual Arts. Children show how they feel, what they think, and what they are learning through experiences in the visual arts

           4. Early Learning Expectation: Aesthetic Appreciation. Children develop rich and rewarding aesthetic lives.

           5. Early Learning Expectation: Fine Motor Development. Children experience growth in fine motor development and use small muscles to improve a variety of fine motor skills both in structured and unstructured settings.

1.       6.Early Learning Expectation: Observation and Inquiry. Children develop positive attitudes and gain knowledge about science through observation and active play.

2.      7. Early Learning Expectation: Living and Non-living Things. Children show a beginning awareness of scientific knowledge related to living and non-living things.

3.      8. Early Learning Expectation: Knowledge about the Earth. Children show a beginning awareness of scientific knowledge related to the earth.

Problem Solving with Ice

Our classroom is full of excellent problem solvers! We froze some of the classroom materials into large pieces of ice. We put them in the water table and the children used a variety of tools to try and release them. Some of them wanted to hit the ice with tools while others used spray bottles and cups of water to try and melt the ice. Each problem solver learned they had to be patient and try several different ideas before they could successfully release the materials. 

Early Childhood Standards of Quality Met:

1.       1.Early Learning Expectation: Initiative-Engagement-Persistence Attentiveness. Children demonstrate the quality of showing interest in learning; pursue learning independently. 

2.        2. Early Learning Expectation: Curiosity–Inquiry-Questioning Tinkering-Risk Taking. Children demonstrate an interest and eagerness in seeking information (e.g., be able to see things from a different perspective, fiddling with something to figure it out or attempting a reasonable solution).

1.       3. Early Learning Expectation: Reasoning-Problem Solving-Reflection. Children demonstrate a growing capacity to make meaning, using one’s habits of mind to find a solution or figure something out.

2.       4. Early Learning Expectation: Participation-Cooperation-Play Networking-Contribution. Demonstrate increasing ability to be together with others, in play or intellectual learning opportunities and/or making positive efforts for the good of all; join a community of learners in person and digitally as appropriate.

         5. Early Learning Expectation: Fine Motor Development. Children experience growth in fine motor development and use small muscles to improve a variety of fine motor skills both in structured and unstructured settings.

1.       6.Early Learning Expectation: Observation and Inquiry. Children develop positive attitudes and gain knowledge about science through observation and active play.

2.      

Week in Review: April 11th- 15th

Week in Review: April 11th- 15th 

Drawing the head of the giraffe 

In the art studio, Mrs. Roy (the art teacher) has been exploring sculpting the giraffe out of clay with the children. To strengthen the children's understanding of the giraffe, we took a closer look at the various features that make up the giraffe's head such like it's horns, eyes, nose, mouth and ears. Many of the children started their drawing with an oval for the giraffe's face and then proceeded to add more features. Some of the children noticed how their was hair on giraffe's face especially its horns, eyes and chin. 

Early Childhood Standards of Quality: 

1.       1. Early Learning Expectation: Creativity-Imagination-Visualization. Children demonstrate a growing ability to use originality or vision when approaching learning; use imagination, show ability to visualize a solution or new concept.

v1. Early Learning Expectation: Visual Arts. Children show how they feel, what they think, and what they are learning through experiences in the visual arts.

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6. Early Learning Expectation: Fine Motor Development. Children experience growth in fine motor development and use small muscles to improve a variety of fine motor skills both in structured and unstructured settings

1.      2. Early Learning Expectation: Living and Non-living Things. Children show a beginning awareness of scientific knowledge related to living and non-living things.

Exploring the Pendulum 

In the gross motor room, the children explored the pendulum. We provoked the children's curiosity by hanging a long piece of twine with a ball at the end of it to the ceiling. The children explored the different ways they can move the pendulum. After exploring the pendulum, the children discovered they could push the ball, throw the ball and spin the ball. The children noticed when they pushed the ball, the ball would travel out in front of them and then come back toward their body. When they threw the ball, the ball would often rotate around the child. 

Early Childhood Standards of Quality: 

1.       1.Early Learning Expectation: Observation and Inquiry. Children develop positive attitudes and gain knowledge about science through observation and active play.

  5. Early Learning Expectation: Gross Motor Development. Children experience growth in gross motor development and use large muscles to improve a variety of gross motor skills in a variety of both structured and unstructured and planned and spontaneous settings.

  4. Early Learning Expectation: Body Control and Activity. Children increase their ability to understand and control their bodies and learn that regular physical activity can enhance their overall physical, social, and mental health.

 5. Early Learning Expectation: Reasoning-Problem Solving-Reflection. Children demonstrate a growing capacity to make meaning, using one’s habits of mind to find a solution or figure something out.

1. 6. Early Learning Expectation: Participation-Cooperation-PlayNetworking-Contribution. Demonstrate increasing ability to be together with others, in play or intellectual learning opportunities and/or making positive efforts for the good of all; join a community of learners in person and digitally as appropriate.

Creating Fruit Salad 

As a class, we worked together to create a fruit salad.  At group time, we developed a recipe for the fruit salad. The recipe goes as follows: cut fruits, place them in the bowl, mix, and then eat. We placed apples, melon, strawberries, pineapple, and bananas on the table for the children to add to the fruit salad. The children placed the fruit of their liking onto their plate and used a dull knife to cut it into smaller pieces. Once all the fruit was cut we placed the fruit into a bowl. Each child took a turn at mixing the fruit salad. Lastly, we served ourselves fruit salad and enjoyed our efforts.

Early Childhood Standards of Quality: 

1.       2.Early Learning Expectation: Initiative-Engagement-Persistence Attentiveness. Children demonstrate the quality of showing interest in learning; pursue learning independently

1.       6. Early Learning Expectation: Participation-Cooperation-PlayNetworking-Contribution. Demonstrate increasing ability to be together with others, in play or intellectual learning opportunities and/or making positive efforts for the good of all; join a community of learners in person and digitally as appropriate.

1.       7. Early Learning Expectation: Respect for Self and Others — Mental and Behavioral Health. Children exhibit a growing regard for one’s mind and capacity to learn; demonstrate the capacity of consideration for others; show a growing capacity to self-regulate and demonstrate self-efficacy.

6. Early Learning Expectation: Fine Motor Development. Children experience growth in fine motor development and use small muscles to improve a variety of fine motor skills both in structured and unstructured settings.