Tag Archives: chickadee

Flower Garden Drawings

Drawing to Think, to Plan, and to Create

Many children in the chickadee class are in the beginning stages of representational drawing and we teachers are interested in finding ways to encourage their growing confidence in putting their ideas on paper. We decided to offer a project where representational drawings could help us plan.

We know that the chickadees are all anticipating spring, bright colors, outdoor activities, and gardens.

We remembered that they have expressed an interest in a sewing project along with other collaborative projects.

We decided to offer a project by reminding the children of these conversations:
• I remember you are interested in watching plants grow and thinking about gardens
• I remember that you love bright colors and things that are beautiful
• I remember that you want to sew together and make something beautiful for everyone to share

We asked the children, “Could we draw some flowers for a garden and then sew them in beautiful colors”?

Many were interested, and we formed a small group (4 children) to begin. Others came over later. We looked at photos of flowers together, thinking about how they grow, the shapes we could see in the flower heads, parts of plants and flowers, gardens, etc. Then each child drew something important to them.

We’ll continue the process until everyone has had a turn to join if they choose, and then we’ll begin to plan our garden!

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Let's act out the story!

Using Music to Enhance a Literacy Experience

In every classroom, we’ve been reading and retelling folktales, and one of the favorites has been The 3 Little Pigs. We decided to use an afternoon music group to see if the children would be interested in creating a sound script that could liven up their story, and, maybe, encourage some of the children to ask to act out the story.

We started by reading the story together (using a favorite version that clearly implies some sounds and actions) and talking about the various characters and what they do. Then, children used a variety of body sounds and percussion instruments to represent the important actions:

• Building a house of straw – ch ch ch ch with seed and other gentle shakers
• Building a house of sticks – tapping rhythm sticks and hands
• Building a house of bricks – loud slow thumping on the carpet (bricks are heavy and it’s hard work) with a large low drum
• Knocking at the door – knocking on the floor while tongue clicking
• Running away – quick patching in a running pattern
• Falling in a pot of hot water – splish splash

Children agreed that a wolf has a low voice, and the pigs had higher voices so everyone acted accordingly, and we told the story with sounds while a teacher narrated (read the book).

The chickadee class has been retelling the story spontaneously ever since. Not all the children were in the first music group experience, but now everyone uses the same sound effects for their play. Children choose roles now, and some are the audience and musicians, watching with the narrator as the story is acted out. Whenever the book is chosen at reading times, a crowd comes over and requests for the chance to act out the story are often made. And we’ve been watching as many children build “houses” in the block area, create pretend games, and tell stories.

Giving children opportunities to put stories into action (have a play) and use their growing pretend skills adds enthusiasm and excitement to our shared readings of familiar stories. A play gives structure and action to the parts of a story or book that we teachers would like children to be able to identify – titles, authors, characters, narrators, etc. in a way that is engaging and meaningful for just about everyone.

Music helps represent the characters and actions in a way that is both clear and memorable to the actors. In working together and taking a part, children come to realize that there are times when working together leads to a different, and sometimes more interesting, result than working alone. They also begin to understand that practicing improves the result, and that it is often worthwhile to try more than once and develop ideas and skills together. But one of the best by-products of these experiences is that children create and take ownership of the play with all its parts on their own and discover they can accomplish great things – in their pretend, in their own stories, and with stories that everyone knows and loves.

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2day-writingtable

Telling Stories and Making Books on the Road to Literacy

When we talk about books and stories with our youngest preschoolers, at times we ask them to share what they know. For many children, stories are in books, pictures help tell stories, grownups read books, and children who are 3 “can’t read books or write stories yet”. It does make sense, but unfortunately for some, this feeling that they must rely on adults to access stories can inhibit a child’s capacity to trust in their own ability to develop literacy skills. We want children to “read” the pictures in picture books and tell their own stories. We want them to trust that their scribbles represent important ideas and to value their own writing – whatever it looks like. So what can we do to help validate each child’s personal relationship to words, story, books, drawing and writing?

Our approach is to find ways to encourage every child, whatever their development or skill, to “make their mark” and tell their story. This might be a process that includes asking children to “tell about their work”. It might include children describing and labeling their creations, while the adults in their lives write down their ideas, ask questions that can clarify their intentions and celebrate their ideas and successes. It might include getting to know which patterns of lines indicate a child’s signature or other early writing, then celebrating that child’s ability to make a mark that has meaning and that can help us all remember something important. It might mean that adults tell children’s stories, including personal ones, that are not in books but are simply shared orally, and that they encourage children to do the same. It might include adults sharing the joy of well-developed pretend play or a puppet show. And it might include offering children paper in book format so that they can make their own books, write their own words and drawings, and tell friends and family their own stories by “reading” from these personal creations.

When children start making books, we talk together about the form of books: where the book starts, the details on the front cover, the title and author. We help children notice that in picture books there is something on every page. We point out that the last page is “The End.” We help children notice that in some picture books there are words and pictures on each page, but in others there are just pictures. And we offer a model for getting started (Is this a ‘once upon a time’ story or does it have facts?), a model for continuing (What happens next?). Along the way we pose questions that we hope will help children add detail and extend their descriptive language as they tell their story. And then we watch and listen.

Unlike other classroom writing experiences like journaling or dictating descriptions of work, teachers don’t write in a child’s book because “each child is the author and they know how the story goes”. If a child is concerned about the quality of their writing, we encourage them to appreciate that “in the chickadee class, children use chickadee writing” and that their writing will change as they change and grow. When the book is finished, we take a video of the author “reading” the book from beginning to end, supporting the author as the process unfolds.

As children make more and more books on their own, their confidence with writing tools, their pretend play, and with picture books grows. We see more children “reading” on their own or with friends at our quiet book times. Puppet shows begin to have dialogue and clear beginnings, middles and ends. Children notice details in picture books more carefully, and retell familiar stories with increasing detail as they take in more clues from the pictures. More children join in the spontaneous word play, rhyming and chanting that occur throughout the day, and more children express a growing interest in letters and words around our classroom. It’s an exciting process to watch unfold!

We are in the process of setting up a page for parents of children currently enrolled at LCP on the website (www.learningcirclepreschool.org) so that you’ll be able to see some sample videos of children reading their books (some use names so these stories are in a privacy protected area). We hope you will look for them soon, and appreciate all the learning taking place!

3daywritingtable

 

 

 

 

 

Trying to Warm the Ice

Beginning Investigations of Ice

With this frigid weather we’ve been having lately, it seemed like a good time to introduce the chickadee children to an investigation of ice.

It’s easy to underestimate the powerful learning that can happen when children are encouraged to wonder more deeply about the properties of something in their everyday experience. All the children have had previous experience with ice and cold. What would they wonder about if we put out a few ice blocks? Would they notice the crystals and bubbles that formed as the ice hardened? Would they notice changes in the ice blocks over time as the ice melted, and would they have the language to describe those changes? Would they be interested in sliding the ice across the galvanized steel tabletop tray we offered, and would they notice the water droplets, and then puddles, that formed paths as the ice moved across the tray?

For most children, their first investigation at the ice table was a tentative one. “What’s this?” “It’s ice!” “It’s cold!” Fingertips touched, pulled away quickly and then touched again. When a teacher suggested rubbing hands and fingers together to keep warm, a game of touching ice and then rubbing hands together, giggling, quickly developed.

A few children returned to the table multiple times through the day, and then through the week. Some brought magnifiers to see crystals more closely. One child noticed that when he tried to push the ice it was stuck to the tray at first. When it melted a bit it was easy to slide. He came to the table often, trying to push the pieces of ice faster and faster across the tray as the ice melted.

As the children noticed the ice melting, many asked, “What happened to the ice?” In these moments teachers repeat the question rather than answering it. It’s the process of exploration and wondering that leads children to their own discoveries, and having an answer is often less important than that process. What did happen to the ice? Children said, “The ice is disappearing!” A few children clarified for others that the ice was melting (they had the word) but many did not. Instead, noticing the disappearing ice, children put their fingers first on the ice, and then on the deepening puddles of water next to the ice. What’s going on here?

It was a surprise to teachers that the most intriguing question that children investigated this week came from one child’s interest in warming the ice. “The ice is too cold – how can we warm it?” Teachers simply said, “I wonder”. She decided that putting a paper towel on the ice should warm it (after all, going under a blanket warms us doesn’t it?) This began a weeklong investigation involving many children as they placed paper towels on ice, found that some got wet, others stuck to the ice, and none really warmed it up. What’s going on here?

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Helping hold the bowl

Kindness

“I’ll get the soap for you” says a slightly taller child to a shorter one who couldn’t get the right angle on the soap dispenser.

At this time of year, teachers observe more and more spontaneous acts of kindness occurring in the classrooms. The children have had a few months in which to share experiences, get to know each other, and join community building activities and discussions with teachers. We see genuine caring expressed when a friend misses school, and children wonder together whether or not that friend is sick and if they will be returning soon. There are spontaneous gifts made and delivered to friends, spontaneous taking on of “helping” roles in the classroom, without prompting from teachers. It’s wonderful when we can begin to see our intentional support of the children’s sense of connection and community bearing fruit.

When we think about our classrooms, we teachers ask ourselves  “how can I notice, encourage, and then celebrate the acts of kindness that occur among the children?”

As we strengthen our own relationships with children, we are always aware that our most powerful teaching opportunities come through the model of our own interactions in the classroom. When teachers model kindness, respectful listening, forgiveness, and caring, children join.

We are also intentional about the ways our curriculum approaches can encourage children to appreciate diverse perspectives and learn to work together. This starts with simple activities that require working together or help from a friend.

For example, in a cooking project it helps to have someone hold the bowl for you when you stir. Each small contribution of an ingredient is a necessary addition to a finished product that we can all enjoy together – an everyday example of a whole bigger and better than each of it’s parts.

We make sure that there are many opportunities for children to collaborate on their work. A large box is much easier to paint with more than one child painting, and then it is available to everyone to use together. A long string can be laced from both ends. Floor puzzles may to be complicated for one, and exciting to complete with help. All these experiences support the notion that it is worthwhile to work with other people.

There are many classroom jobs that children can help each other with. Everyone is asked to write their name on a paper, but if a friend is willing to help with some tricky letters, children can learn from each other. We all must figure out how to file our papers or put our wet paintings on the drying rack, but sometimes a person appreciates a little help, and that help often comes from other children.

Once the environment has “set the stage” for children to see themselves as potential helpers, teachers make sure that helping and caring behavior is appreciated and recognized. Whether it’s as formal as a kindness bell system, where someone can ring a bell if they notice an act of kindness, or as spontaneous as a genuine thank you when a child sees a need and takes a kind action, we appreciate these successes and encourage all the children to appreciate them too.

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