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.

v

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.

Week in Review: April 4th- 8th

Week in Review: April 4th- 8th 

Creating windmills using loose parts 

During group time, we discussed various types of windmills and how they move. We provoked the children's thinking with a variety of different materials such as spoons, cups, paper, and toilet paper rolls. Some of the children used the paper towel rolls or cups as a base. Then they attached spoons or strips of paper to the top of the roll to represent the blades. While other children were thinking about how they can represent the blades. They started off by finding a circular lid and then adding to pieces of paper and/or plastic to it. 

Early Childhood Standards of Quality 

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.
2. Early Learning Expectation: Initiative-Engagement-Persistence Attentiveness. Children demonstrate the quality of showing interest in learning; pursue learning independently. 
3. 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.
4. 1.Early Learning Expectation: Observation and Inquiry. Children develop positive attitudes and gain knowledge about science through observation and active play.
5. 2. Early Learning Expectation: Living and Non-living Things. Children show a beginning awareness of scientific knowledge related to living and non-living things.

Creating roles for the slats 

Last week, the children were working on creating a pathway for the ball using the slats and wooden blocks. Many of the children favored rolling the ball down the ramp and watching as it traveled down the pathway. Many of the children noticed as their ball traveled down the ramp the slats pieces moved away from another resulting in their ball rolling onto the floor. Some children pointed out that the path needed to be longer;therefore, more slats needed to be added. In order for the ball to roll down the path successfully, the children needed to maintain the pathway. During group time, we brainstormed various roles we could take on while exploring the slats and blocks. We came up with a launcher this is a person who releases the ball. A connector a person who connects the two slat pieces together. Lastly, an adder a person who adds more slats to the end of the pathway.

Early Childhood Standards of Quality 

3. 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).

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.

7. Early Learning Expectation: Positive Activity. Children participate in activities that encourage self-motivation, emphasize cooperation, and minimize competition.

3. Early Learning Expectation: Relationships with Others. Children develop healthy relationships with other children and adults.

Painting are self portraits 

This week, we focused looking at ourselves. We guided the children's thinking with a mirror, white paper, a paintbrush and a palette with a variety of different skin tones. The children discussed what they saw in the mirror, the paint color that would best represent their skin tone and how they were going to guide their paintbrush. The children enjoyed mixing the various colors together to achieve their skin tone. Also, they thought about where they needed to place the paint circle on their paper. 

Early Childhood Standards of Quality 

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

1.Early Learning Expectation: Understanding of Self. Children develop and exhibit a healthy sense of self.

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

Week in Review: March 28th- April 1st

Week in Review: March 28th- April 1st 

Exploring how wind can move objects 

Throughout the semester, we have been exploring how force can move objects. This week we focused on how the wind can move objects. In small groups, we observed how the wind moved the pinwheels "fast" or "slow." We placed directional arrows on the sidewalk and asked the children to move their bodies along with the pinwheel, in the direction the arrow was pointing. Some children noticed how the pinwheel would rotate more if they were facing the direction the wind was blowing. 

We wanted to strengthen this idea of how the direction of the wind influences how much an object moves. We used bubbles to help strengthen this concept. Most of the children noticed how the bubbles would travel in front of them, behind them, or to the side of them; depending on where they were standing. 

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. 

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

1.       3. 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.

         4.. 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.

Exploring positive and negative space using light 

We used the projector and various cut outs of shapes to extend the children's thinking about light. We observed the positive and negative space the cut outs created on the wall. The children noticed how the white space could represent a circle, as well as, the dark space. They enjoyed placing other shapes within the white space. Many children noticed if they moved the cut out closer to the projector they could fit other shapes into the larger shape. 

Early Childhood Standards of Quality 

      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. 

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

1.       3. 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)

          4.. Early Learning Expectation: Geometry. Children build their visual thinking skills through explorations with shape and the spaces in their classrooms and neighborhoods.

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

What path can we take to get there?

Ms. Ashely has been exploring paths and how they aid us in getting to our desired location. Ms. Ashley provoked the children's thinking by cutting out a large piece of white paper and placing pictures of a school, playground and house onto the paper. The children dipped the plastic people's feet into the colored stampers and created a path to and from two locations of their choosing. This sparked a discussion about short paths versus long paths. 

Early Childhood Standards of Quality 

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

1. Early Learning Expectation: Relationship in Place. Children begin to understand and interpret their relationship and place within their own environment.

6. Early Learning Expectation: Measuring. Children explore and discover simple ways to measure.

Exploring the shapes that make up the Chrysler building 

This week, Ms. Kholood and the children took a closer look at the Chrysler building. They observed and discussed the various shapes that make up the Chrysler building. To develop a better understanding, Ms. Kholood had the children draw the building and focus on the shapes. The children talked about how the building was long and represented it with a rectangle. Many children placed a triangle at the top of the building to represent the tall peak. 

Early Childhood Standards of Quality 

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

1. Early Learning Expectation: Relationship in Place. Children begin to understand and interpret their relationship and place within their own environment.

7. Early Learning Expectation: Geometry. Children build their visual thinking skills through explorations with shape and the spaces in their classrooms and neighborhoods.

Week in Review: 3/14 - 3/18

Week in Review: March 14- 18th

Thinking About Our Families

This week the children thought a lot about their families. During group time, we talked about who was in everyone's families. We noticed they were all different! We invited the children to draw the different people in their family. Many students focused on representing each family member in a unique way. The personal relationship to their drawing seemed to inspire more focus and details. While drawing, many children described their family members' characteristics and what role they play in the family. We will continue to discuss families and encourage the children to understand how each member works together to support the whole family.

   

Early Childhood Standards of Quality Met:

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

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

3. Early Learning Expectation: Relationships with Others. Children develop healthy relationships with other children and adults.

4. 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.

 5.Early Learning Expectation: Relationship in Place. Children begin to understand and interpret their relationship and place within their own environment.

2.    6. Early Learning Expectation: How People Are Influenced. Children begin to recognize that many different influences shape people’s thinking and behavior.

Creating Fish Scales

 Our new class fish, Blarggie-Blarggie has made the students interested in learning more about fish. We learned about how fish live in the water and talked about how their skin is different than ours. We read "Rainbow Fish" to help us understand how fish's scales looked. Afterwards, we offered the children different collaging materials and invited them to make their own fish scale. Next week, we will work to combine all of the scales together. 

      Early Childhood Standards of Quality Met: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.2.Early Learning Expectation: Initiative-Engagement-Persistence Attentiveness. Children demonstrate the quality of showing interest in learning; pursue learning independently3. 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.

Exploring Force with Hand Fans

To extend on our study of force and specifically air pressure, we brought some hand fans into the classroom. We talked about how to move the fans to create wind. We have used other fans before, but they were powered by electricity and spun around. These fans had to be manipulated entirely by the children. The students experimented with different ways to move the balloon using the fans. They noticed that they had to move the fans fast to create wind. We also discovered that large waves of the fan were more productive that small ones. 

Early Childhood Standards of Quality Met:

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. 

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

1.       3. 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.

         4.. 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.

2.    

Manipulating Light 

Lately students have been exploring how to manipulate flashlights in different ways. They discovered how to change the light by moving it closer to or farther away from a surface. We decided to combine this discovery with their interest in the shapes of light. We put different size shapes on the wall that matched the shapes found on our flashlights. Students had to experiment with how to fit their light into the different sized shapes. 

Early Childhood Standards of Quality Met:

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. 

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

1.       3. 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)

          4.. Early Learning Expectation: Geometry. Children build their visual thinking skills through explorations with shape and the spaces in their classrooms and neighborhoods.

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

Week in Review: March 7th- March 11th

Week in Review: March 7th- March 11th 

Exploring Force Through a Fan

Our class has been discovering different ways to use force to move objects. There has been a particularly big interest in air pressure. Ms. Heidi introduced a large fan the the children and they have been experimenting with how it moves a balloon. The students have seen how different speeds of the fan have different effects on the balloons. They have observed the balloons flying high, hovering in the air, and moving across the room. We are working on comparing the different speeds and directions of the fan and thinking about different ways to move the balloons. We are excited to continue exploring different types of air pressure and force.

Early Childhood Standards of Quality Met:

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. 

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

3.        3. 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).

4.       4. Early Learning Expectation: 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. 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.

6.       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.

        7. 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.

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

Manipulating the Light

We invested in a set of flashlights for the classroom. The children immediately showed an interest in moving and manipulating the light from them. We explored how the light reflected and moved using mirrors and targets. This week, we altered the flashlights to see how this would affect the children's play. The lights were taped in different ways to change the shape of the beam into lines, rhombuses, triangles, etc. We heard the children talking about the shapes they saw. We also noticed them experimenting with how the light and shape changed as the moved it closer to or farther away from their target. We will continue to experiment with different ways to manipulate light.

Early Childhood Standards of Quality Met:

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. 

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

3.        3. 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).

4.       4. Early Learning Expectation: 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. 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.

6.       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.

7. Early Learning Expectation: Geometry. Children build their visual thinking skills through explorations with shape and the spaces in their classrooms and neighborhoods

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

Using Stairs to Connect Places

We have seen the children testing different ways to connect two points throughout the semester. Ms. Ashley asked the class how they could move a doll on the ground to a house up on a table. The children knew they needed a type of path for the doll to travel on. They worked together and experimented with using large blocks to form some types of ramps and stairs. We are still figuring out how to make stairs with multiple levels to travel up. This architectural skill will continue to expand as the students work more with Ms. Ashley.

Early Childhood Standards of Quality Met:

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. 

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

3.        3. 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).

4.       4. Early Learning Expectation: 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. 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.

6.       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.

7. Early Learning Expectation: Relationships with Others. Children develop healthy relationships with other children and adults.