Category Archives: Language and Literacy

A Soup Opera by Jim Gill

 

A Soup Opera is a richly illustrated story about a man, a bowl of soup, and the man’s comically frustrating quest to eat that soup. Characters in the cast of the opera include a waiter, a police officer and the President of the United States!

Kim Gill  focus is on early childhood and using music to advance learning and socio-emotional connection through play. He has led playgroups for young children, especially for children with disabilities, for most of his career and has learned the art of targeting music to very young children while still making it appealing. His music is repetitive in order to build up predictability and anticipation, with just enough variation to provide delight. He also makes use of pauses and tempo to build up children’s impulse control and self-regulation.

 The children will have an opportunity to perform a short play written by Jim Gill.  To prepare for the actual performance, we are starting to explore theater arts by inviting children to act out familiar stories such as “Three Little Pigs”, “the Gruffalo”, and others.  This week and we will continue to explore the various elements of theater such as setting, characters, props, and customs.

 

Brainstorming: Helping your children generate ideas

Brainstorming!

brainstorm

Thomas Edison said, “To have a great idea, have a lot of them.”

Easy for Edison to say. The average child today finds it very difficult to come up with a variety of ideas in response to a problem. They are most likely to grab the first idea that pops into his head. That idea will be a borrowed one – usually from television. Kids are told that when taking a test and they unsure of an answer, they should go with their first idea; it’s usually the right one. But in creativity, the first idea is almost always a cliché.

Brainstorming is a key part to the creative process. It’s the best way to think of a whole pile of potential answers to a problem. It also can be tons of fun. Here are some helpful tips:

Brainstorm with children.
Creativity can thrive in a family if the environment is right. It doesn’t have to be a solitary child staring at a blank piece of paper. Brainstorming can be a team sport. As the parent, you take the lead — asking questions, fielding answers, showing enthusiasm, keeping the “what if” spirit thriving. I find sometimes it helps to have more than just a one-on-one with your child. If you can, include other children, either your own, or friends of your child.

Accept all ideas. Make the tone positive. Even if an idea obviously won’t work, write it down or hear it out. That idea may be a stepping-stone to another, more useful answer.

Have a visual focus. It really helps to have something visual to start from. Kids can use it as a mental touchstone as they wander in their minds in search of new ideas. It may be a name of a character on a piece of paper in front of them on the table, or ideas that are listed as they are suggested, or a quick drawing of a character, or a painting as a prompt.

Try some background music. For some children, music can help them focus. (Others may find it distracting.) If it helps, try putting on some fun, upbeat, instrumental music in the background. Music without words can help to create a sense of play without the distraction of lyrics.

Push beyond the obvious.Children sometimes need a gentle, encouraging push to get beyond that first line of over-used ideas. So if you’re all dreaming up names for a super-hero who’s a bear, expect the first answer to be “Super Bear!” Gratefully accept it, then say something like, “Great idea! But what else could we name him?” You could even start by saying the obvious answer: “I bet many of us thought of ‘Super Bear’. Okay. That’s a good idea, but I know we can find more names!” Once your child gets past the initial shock that there might possibly be another answer, they’ll come up with more.

It’s good to show them the progress they made. At the end of the brainstorming session, there should be a range of ideas. You may need to highlight a few that have real possibilities, or you may just want to let them individually choose which ones will work for them. In either case, point out how the later answers are so much more interesting than the obvious ones.

Most of all, remember to make brainstorming fun! There’s an amazing energy that builds in a group as ideas begin to fly. Wherever brainstorming is done, coming up with ideas is a blast!

Adapted from:

http://www.brucevanpatter.com/brainstorming.html

Classroom Environment Update

We are very excited to start our spring semester,Our teaching staff have added new areas of interest  based upon the  observations we have made of the children during the closing weeks in Winter.

Social Emotional

Self portrait studio

DSC03764

DSC03763

A self portrait is an intimate,bold declaration of identity.In her or his self-portrait, a child expresses as an artist and art creation.When we look at the child self-portrait,we see as the child sees himself or herself.

This is a beautiful way to recognize the strengths, successes, accomplishments and to celebrate the uniqueness of each individual child through a self-portrait.

 

 

What Drama Education Can Teach Your Child

create-2

Theater addresses the skills which benefit children’s education and development in five general areas: physical development/kinesthetic skills, artistic development /drama and theater skills, mental development/thinking skills, personal development/intra-personal skills, and social development/interpersonal skills.”

Theater is not just for the outgoing. There are many ways for children to participate even if they’re afraid of the spotlight.

♦Self-Confidence:
Taking risks in class and performing for an audience teach students to trust their
ideas and abilities. The confidence gained in drama applies to school, career, and life.
♦Imagination:
Making creative choices, thinking of new ideas, and interpreting familiar material in
new ways are essential to drama. Einstein said, “Imagination is more important than knowledge.”
♦Empathy:
Acting roles from different situations, time periods, and cultures promotes compassion and tolerance for others’ feelings and viewpoints.
♦Cooperation/Collaboration:Theater combines the creative ideas and abilities of its participants.This cooperative process includes discussing, negotiating, rehearsing, and performing.
♦Concentration:
Playing, practicing, and performing develop a sustained focus of mind, body, and
voice, which also helps in other school subjects and life.
♦Communication Skills:
Drama enhances verbal and nonverbal expression of ideas. It improves voice projection, articulation of words, fluency with language, and persuasive speech. Listening and
observation skills develop by playing drama games, being an audience, rehearsing, and performing

For more information and articles about benefits theater drama in preschool,please visit these websites

What Drama Education Can Teach Your Child By Kimberly Haynes

http://www.education.com/magazine/article/What_Drama_Education_Can_Teach/

 

Family time Through the seasons

Family time Through the seasons

0fac01e3fe9c423160edb2f7c7a78a54

As a Class community we really want to give the opportunity to be inclusive with every family uniqueness about their traditions and holidays. Traditions and celebrations are important part of how children get to know what brings the whole family together.

What are the Expectations of the Family time Through the seasons pages:

1) Make it a fun, child driven activity. Talk about with your child and brainstorm what to paste, draw or pictures to place in. For example: If the child had the opportunity of choosing the apples for an apple pie and wants to paste on the page the stickers that the apples had on and take pictures of the ingredients used.

2) Please make note to write down the child’s true dictation of the story told in the page. Try not to rearrange the sentences to make more sense of it. Reading to the children true dictation of the story told by them, is a great way for children  to reinforce the literacy and language skills.

3)There’s is no wrong way to do it. Be creative, work as a team and  have fun with it.

July06-Scrapbooking1full-017c00e3ede5d83d8ebb7615fb95112385 Do-You-Frame-Children-Artwork d40316de62aa4ba81c696952e484eff9

Classroom Environment Update Our Brand New Literacy Corner Area ” Reading Meadow”

DSC02264

Excellent reading habits begin in the early years. Introducing children to literature in preschool supports kindergarten readiness, promotes early literacy and supports a love of language and reading. A preschool library corner is a distinct area of the classroom with a variety of board books, picture books, early readers and comfortable seating. Create a preschool library corner in order to promote critical thinking skills and to enhance creative and social development.

Critical and Creative Thinking Skills

A reading corner helps to foster critical and creative thinking skills. Reading both fiction and nonfiction books to preschool children,asking questions that help children relate the story to their own lives is a great way to help them compare the book with familiar books. Encourage children to predict what might happen next. These activities also help children use words to express themselves and their preferences.

6d3f7703c03db3e8dc21d5b2261fb300

Social Development

Having a preschool reading corner provides a place for exposure to group reading activities. This helps preschoolers acquire social skills. Reading books in groups help children to learn how to pay attention in a large group setting. Group reading activities also help children learn to share and take turns with peers. Encourage children to share books and take turns reading stories to each other.

Kindergarten Readiness

A preschool reading corner supports school readiness by improving literacy and listening skills. When children enter kindergarten they should know concepts related to books such as how to hold and turn the pages of a book and that the pictures are related to the story. They should know some nursery rhymes which are found in preschool books. Preschoolers entering kindergarten should also have the ability to identify letters visually. Exposure to books in a preschool reading corner enhances these skills.

pg-toddler-reading-corner-full

Classroom Environment Update ” Alaska” a place to re-center.

 

Our Brand New

Alaska

“Social Emotional Corner”

DSC01751 DSC01752 DSC01753 DSC01754 DSC01755

Chill-Out Corner: A PositiveTool for Learning Emotional Self Regulation

How to teach children self-regulation and how to remain calm at times of temper tantrums is something that is very important to many parents and teachers.

The basic idea is that it will help diffuse situations before they escalate into chaos. Even if this doesn’t happen often young children can get overwhelmed by big emotions in their tiny bodies, whether its frustration or anger or sadness and this provides them an appropriate outlet for these because we all know big emotions can escalate into yelling, shouting, name calling, lashing out, tantrums and even physical attacks which we do not want.

Here are some of things that our visitors to Alaska can use to have privacy time , or a place just to be calm and re-center.

We have included in :

1. Music: Calming music is a good stress release that aides in relaxation.
2. Colours: Blues, Greens, Purples and Greys are said to be calming colours. Notice they are all on the cool side of the colour spectrum. Light and neutral colours that aren’t overwhelming and will help calm the soul are great to have in your calming space
3. Sense of Smell: Lavender has long been known to aide in stress relief.
4. Sensory Tactile Objects: These objects require focus and attention and have been used in calming activities with children for a long time.
5. Deep Breathing: Most children don’t know how to calm their body down and self-regulate so they need to be taught this skill. Asking them to close their eyes and take deep breathes can help but for younger children there are fun little activities that can help that require deep breathes. Tell them to take a big breath before entering the chill out corner and to use their breath in pinwheels, balloons, soft whistles and bubble blowers.
6. Reading, Drawing and Art Therapy about feelings: This gives a child the opportunity to distinguish their feelings through pictures and discuss how they might feel without directly talking about it. Art therapy is often used with older children to release negative energy and express inner feelings but for younger children just doing a big hard scribble can be a great release, ask them to draw how they feel and see what they come up with. Whether it is a picture a scribble or a bunch of hard lines doesn’t matter as long as they feel they can openly let out how they feel in an appropriate way. The idea is that it is OK to feel angry or upset, emotions are normal but what you do with them is even more important.

7. Ripping and Scrunching appropriate Objects: If it is strong emotions relating to aggression, frustration and opposition that a child experiences we can provide them with safe objects to take their feelings out on. Ripping and tearing up paper or scrunching it releases physical stress and can give the child a sense of control that they feel angry and are allowed to show it but not projected onto their self or others.

 

Will our Alaska Corner work for our class community ?

The idea of our ” Alaska corner ” is that children can go there when they need to calm down or when we can see they’re getting worked up or not coping with strong emotions. Once they do this and feel calmed down there is opportunity to discuss what happened and what helped improve the situation. This tool is a form of prevention and an opportunity to learn how to self-regulate, it is not a form of punishment or a ‘Naughty Corner’.
The other concept of our ” Alaska corner ” that it’s for adults too. It is important to set a good example, children learn by observation and imitation so if they see that everyone, even adults get agitated and frustrated and that its ok to to find a place to calm down or “re-center” they will follow what they see. For that reason, we encourage parents in using ” Alaska corner” philosophy at home too, if in need to re-center and calm down create drawings, play soft music ,make deep breaths or play with the meditation balls.

 

 

Water Play : Wet and Wonderful

Splish, splash, bubble, bubble, pop! All They’re Doing Is Splashing, Right?

 

imageswaterplay

 

 

Incorrect! Water play fosters learning in all developmental areas. It provides opportunities for children to experiment with math and science concepts, strengthen their physical skills, advance their social and emotional skills, and enhance language development

Problem-Solving Skills. As children manipulate water play materials, they begin to understand why and how things happen. For example, given sinking and floating objects, a child will soon discover that just because something is large in size does not mean it will sink.

Math. Children begin to understand and experiment with concepts such as more/less, same/different, many/few, empty/full, before/after, greater than/less than, and counting

Science.Water gives children an avenue to contemplate issues such as: What makes rain? Where does water come from? What makes mud? children also learn physics principles such as the effects of force (increasing the water flow through increased force); effects of gravity (water runs downhill); and change in state (solid, liquid, gas).

Physical Development. Water play encourages the development of eye/hand coordination through pouring, squeezing, stirring, painting, scrubbing, and squirting. Children strengthen their gross motor skills by running, dodging water drops, and hopping through a sprinkler. They widen their sensory experiences as they put their hands in different textures (gritty, squishy, and slimy) and different temperatures (warm, cool, and cold).

Social and Emotional Development. Water play is one of the most relaxing activities children can experience. After all, many adults relax in a warm bubble bath or hot shower! Water play relieves tension by encouraging children to release their emotions with pouring, pounding, and swooshing. In addition, social skills expand as children play cooperatively; negotiate; and share equipment, space, and materials.

Language Development. Children learn new vocabulary such as sieve, funnel, eggbeater, stream, bubbly, moisture, and evaporation. Water play is such a meaningful experience for young children that it can be extended to writing experiences as well. Children may draw pictures of sprinkler play, then dictate a description or story to the teacher. Another valuable writing experience involves the teacher writing down children’s predictions, such as how long it will take ice cubes to melt in the sand box or how many babies one batch of soapy water will wash.

Creative Development. Water encourages children to use their imagination. As the children play, they may pretend that they work at a car wash or live in a castle. Water also encourages children to try out new ideas and solutions to problems in a safe environment.

 

Recommended Resources
Crosser, S. (1994). Making the most of water play.Young Children (July): 28-32.

Hendrick, J (1996).The whole child: Developmental education for the early years.Columbus, OH: Prentice-Hall, Inc.

James, J.C. and Granovetter, R.F. (1987).Waterworks: A new book of water play activities for children ages 1 to 6.Lewisville, NC: Kaplan.

MacDonald, S (1998).Everyday discoveries: Amazingly easy science and math.Beltsville, MD: Gryphon House.

Miller, K. (1989).The outside play and learning book.Beltsville, MD: Gryphon House.

Schiller, P. (1997). Brain development research: Support and challenges. Child Care Information Exchange (September): 6-10.

ROOM DONATIONS -Recyclable Materials

misc-1-thru-7

 

We have some exciting things planned for the next couple of weeks.

Kitchen area: our dramatic play kitchen moved to the loft area .Our second floor is under construction in becoming our “Farmers Market”. We have been talking about what does a market have, what things can you find and how you can use your senses while you are there. To enhance the investigation we need our parents help in donating some materials.
ROOM DONATIONS -Recyclable Material: There are some things that we would love to have for our classroom to enhance our Dramatic and Art area.
Please look around your house for things that can be recycled and collect 3 or 4 things that you were planning on throwing away or recycling and send these items to school with your child.

Some examples of items that can be sent to school with your child are:

• Empty Shampoo Bottles with caps (rinsed and Air dried ***)
• Empty soap dispenser (***)
• Laundry Detergent (all Sizes)(***)
• Empty Kleenex or tissue boxes
• Empty egg cartons
• Plastic bottles with caps (all sort of sizes : Water ,Juices, milk Half -gallon ***)
• Any Cardboard food containers.( cereal , spaghetti, crackers boxes)
• Plastic condiment bottles (Ketchup bottles ,Mustard, mayonnaise ,Dressing ***)
• Cardboard tubes (paper towel tube or wrapping paper) No toilet paper tubes please.

Thank you for helping in collecting these items. We hope that you have a great weekend. We will see you all soon! If you have questions, please ask a teacher in Room 5.