Building Materials

The babies have been investigating a variety of building materials. The children create towers and structures. Some of the materials include, unit blocks, bristle blocks, OJ tops, cardboard boxes, cubes, recycled fishing line spools, and much more.  Look through a collection of photographs of the children exploring some of the ways to build!

DSC_1934DSC_1903 (2)DSC_2074DSC_1895DSC_1938DSC_1902 (2)DSC_1898 (2)DSC_1901 (2)DSC_1896DSC_1904DSC_1876

 

Advertisements

Babies Making Hummus

The children had their first experience making things with real food. We were a bit unsure how it was going to go; eating, mouthing, drool, boogers, but then… The children were really excited about this new opportunity to explore food in a different way. They helped add each ingredient and even got a little taste! All of the elements provided a sensory experience.

Sound: the food processor
Sight: ingredients
Taste: nibble here & there
Feel: each ingredient in their little hands
Smell: the aroma of fresh garlic and cumin.

The added benefit of eating hummus that they created themselves is always a very rewarding experience as well!

DSC_1921

DSC_1907

DSC_1928

DSC_1926

Canvas Painting – Babies

This slideshow requires JavaScript.

As a class we enjoy engaging with media that leaves a mark. One of the sensory options that we have offered to children is painting.  Through this experience the children have been able to maintain freedom in making their own discoveries and creating new learning opportunities. As teachers, we have strived to provide meaningful opportunities for every participant.

Some children like to have a full-body experience using all of their senses, others take on a slower approach, while some prefer to observe others engaging in the activity. This is why we offer several approaches for children to allow for discovery making and whole body engagement while at the same time responding to the needs of the individual.

DSC_1660

This child sits on the canvas looking around at the wet blobs of paint. He puts both hands out in front of himself and gets on all fours. He stands up cautiously and slips on the paint falling onto his bottom. He tries again, this time successfully standing up with a great big smile. He takes a step forward onto the paint and slips, but catches himself. He swivels his body, continuing to be very careful not to fall. Another peer, grinning with a face full of paint, lays on his belly just outside of the canvas. He watches his peer very intently with each step he takes. The child continues to walk back-and-forth on the canvas creating footprints and smear marks.

DSC_1664 (2)

DSC_1966

Small group activities provide meaningful opportunities for children to communicate with one another leading to the development of diverse communication skills.  Using gestures and sounds to communication with one another. This is a very exciting time to spend with the children as everyone responds differently. Children encourage, observe and learn from one another furthering their artistic development.

 

 

 

 

 

Shadow Box Stories

OLYMPUS DIGITAL CAMERAOLYMPUS DIGITAL CAMERAOLYMPUS DIGITAL CAMERAOLYMPUS DIGITAL CAMERAOLYMPUS DIGITAL CAMERAOLYMPUS DIGITAL CAMERAOLYMPUS DIGITAL CAMERAOLYMPUS DIGITAL CAMERAOLYMPUS DIGITAL CAMERAOLYMPUS DIGITAL CAMERAOLYMPUS DIGITAL CAMERAOLYMPUS DIGITAL CAMERAOLYMPUS DIGITAL CAMERA

At the beginning of the year, we began an exploration of light in all its forms. As we moved through the discovery of transparent, translucent, and opaque materials, experimenting with flashlights and overhead projectors, it wasn’t long before students were working with shadows.

To deepen their understanding of shadows and provide more rich material for their research, we began an author study of Ezra Jack Keats, whose illustrations often have many compelling uses of light. In several books, such as “Dreams” and “The Trip,” light and shadows are an explicit part of the story line.

We spent many weeks in our classroom creating shadow puppets. We played with several silhouettes of characters from the Ezra Jack Keats books and became more and more familiar with the vibrant, interconnected community at the center of many of his books. Students came to love characters like Peter, Susie, Louie, Archie, Amy, and Roberto.

Children collaborated to make five different shadow boxes after Louie built one in “The Trip.” At the same time, we started telling stories together, with each student adding a sentence. We have written many stories together about characters from Ezra Jack Keats books.

We are now preparing to present the culmination of all this learning with an original movie set in our shadow boxes.

Gabrielle Bills, Blue Preschool Teacher: curriculum, text

Rebecca Mack, Atelierista: photos

“Why Not Me? Why Not Us?”

photo-15

Why Not Me? Why Not Us?
By Natalie Stroud

This year in the Green Preschool we have been reading biographies and writing autobiographies in the classroom. This group of children created the curriculum through their genuine interest in the true stories of remarkable people throughout history. As we all know, preschool aged children love telling stories about themselves, so the leap to writing their own biographies was natural.

We read biographies about artists and architects, dreamers and engineers, fighters and flyers. Each of them added something of substance to the world. Each of them had a story to tell and many of them overcame great obstacles and hardships to achieve their dreams. Through our studies we came to believe that if they could do it, so could we. And that’s what I hope the children would come to believe: why not me too?

We started writing our own biographies to recognize and celebrate the multitude of things that they have already accomplished in their young lives. I often start our one-on-one writing sessions by asking a child to recount a time when they felt proud of themselves or a time when they were brave. With these prompts, I intend to inspire the children to see their accomplishments as important and meaningful. If they can believe that they are capable of greatness now, there is no limit to what they can achieve in a lifetime. We have studied the humble beginnings of some of the world’s greatest leaders, who were all kids once, too. We have learned that even the most amazing people had to start somewhere. So in our class, instead of saying, “I can’t do it,” we say, “I’m learning how,” or “I am learning, but I still need help.” This slight change in the language of our classroom, accompanied by the tales of their accomplishments, helps build positive self-confidence and self-esteem. We assure each child that there is no limit to what they can achieve based on gender, physical characteristics, or their background. We are helping the children build a world around them where everyone has an equal opportunity to make something of themselves.

Why not me? Why not us?
While writing biographies we have also discovered the many similarities we all share. We have found so much joy in unearthing these parallels and talking about them together. For example, we learned that most of the kids in our class were born at the same hospital here in Vermont. We also learned that most of them had no hair when they were babies! And we have learned that every child loves telling stories about their families. Magnifying these shared human experiences has helped us create a feeling of cohesion as a classroom community and helped the children forge deeper feelings of connectedness to other people.
Even though the children may have similar experiences, each biography is a personal anthem that uniquely reflects the child who wrote it. I have learned so much about these children by engaging in this process with them. I learn about the places they visit, the people the love and the activities they enjoy. We are able to see our differences and what makes each person exceptional. With this knowledge, I can connect with each child on a deeper and more personal level. This is one of my favorite parts of my job and it is a vital part of my relationship with each child for both of us. The differences may lay in the way they remember something, or the way they felt about a certain experience or the way they choose to tell their story. I help them hone in on their voice by writing their words verbatim on the page and then reading it back to them. Together we edit the page to look and sound the way they envisioned. This methodical process helps the children develop their personal voice. Learning how to channel their inner voice will help them as they continue to develop as writers and storytellers. Every person, no matter how young, has a story to tell and can be celebrated for what they have in common but can also be appreciated for the things that make them different.
Each biography we read tells us the story of what made that person exceptional and we have attempted some of those talents as we go along. We sketched new inventions like Leonardo da Vinci. We challenged ourselves to stand up for what is right like Sonia Sotomayor. We learned to paint over photographs like Frida Kahlo. We attempted gymnastic feats like Nadia Comaneci. We talked about our dreams for the future like Martin Luther King Jr. We practiced drawing nature like Georgia O’Keefe. We measured our heights in comparison to Michael Jordan. We appreciated the tenacity of Muhammad Ali. We pushed for fairness and equality in our class like Annette Kellermann.

If each of these children continues to bravely tell their story and continues to courageously try new things, there is no limit to what they can achieve in a lifetime of hard work and perseverance. If all of those people could do it, so can we.

Why not me? Why not us?