Music, Structures, and Gardening

These are just some snapshots of our day:

Learning to use the piano: Please see our Facebook album about this – it is so exciting!

https://www.facebook.com/media/set/?set=a.591284574264690.1073741884.213823248677493&type=1

Planting pumpkin seeds:  We have an album about this, too!

https://www.facebook.com/media/set/?set=a.591284104264737.1073741883.213823248677493&type=1

The “Bridge Game”:

Child: “We’re playing a game.  It’s called the bridge game.  You put some of them right here.”

Teacher: “What are the rules for the bridge game?”

Child: “Watch this.  I set them down right here, then I move it.”

Children lay a yardstick across an open space up in the loft. Child places gems on the yardstick. Child adjust yardstick and another child watches.

Our Anticipatory Web – Structures Project

 

 

Web of the structures project.

 

Please click on the image if you would like to zoom in.

New Planning Document

We planned together as a team yesterday and our major changes are more with our special activities than our environment.  We did make one major change: the block area and the music area are switched places!  We are also revamping our manipulatives area.

Here is a document showing our latest daily plans.  If you take a peek, this can give you ideas of things you can discuss with your child at home about school!

Room 4 Planned Possibilities- September 24

Doctor’s Office in “Baby Land” – Discussions

It is not all about blocks and structures in Room 4 right now.  The children also create artwork, make puzzles, read books, create music, explore natural items, and more!  The children have also been heavily into dramatic play in the home area and “Baby land.”  In fact, a couple of weeks ago, the children talked with the teachers about making it a doctor’s office for the babies.  They helped the teachers put out some doctor’s items to use upstairs in the loft.

Today, there were some great conversations in the dramatic play area.  Dramatic play is particularly important for social and emotional development. Children use a lot of oral language in the area, too.

Here’s your chance to “listen” in…

M: “They’re writing notes.”

Teacher: “What are they about?”

M: “Patients.  About people’s weights.”

I: “My baby can’t walk.  I’m gonna carry him because there’s lots of dangerous things.”

Teacher: “What’s dangerous?”

I: “The floor.  He’s gonna eat. I’m gonna help my baby walk because he can’t walk by himself.”

Teacher: “What are you doing now?”

L: “She’s making my eyes close.” (looks at thermometer) “Three five.”

(J taps L’s knees.  Taps her body with small doctor’s tool.  Puts tool near L’s ears.)

J: “K, I’m done.  One more check of your heart.”

Teacher: “Is she sick?  Is she healthy?  What did you find out when you examined her?”

J: “She’s fine.”

(L and J trade places.)

Teacher: “Are you taking care of J—– now?”

L: “Yeah, we’re taking turns.”

I: “I went to work.”

J: “But this is a doctor’s office.”

L: “Take a deep breath.  Let me tell you something.  If you go fast, you have a fever.  That’s what my sister told me.”

Teacher: “What do you have to do to make a fever better?”

L: “I don’t know.  I have to ask my sister.”

Children have to think deeply about the language heard in doctor’s offices and what doctors may do with patients.  They create scripts for these scenarios and act them out in dramatic play.  This shows a deep level of cognition and language use.  It is fun to hear what the children have to say when playing in the doctor’s office!

Children’s Web – Structures Project

Yesterday we posted an anticipatory web to go along with our Structures Project.  Today, the teachers began to web with the children about structures.  To keep it more simple, we focused on the block area of the classroom.  We also did this because the block area moved to the other side of the room!  We did this to try to enhance block play and music/movement experiences in the classroom.

Here is what the children discussed with the teachers related to blocks.  Teachers asked the children questions about what they build with blocks, what kinds of things they like for building, and what they might like to add to the block area.  We already added a doll house to the area since that was one of the things they desired.  The children chose the props for the area, too.

Keep reading below this image to hear what the children had to say about the new dollhouse in the block area.

(BY THE WAY: We don’t have Star Wars blocks.  Some children just like them and they have them at home.)

Blocks children's anticipatory web.

 

Here is a conversation the children had about the new dollhouse in the block area:

Teacher 1: “Now what do we need for the dollhouse?”

I: “Dolls. People dolls.”

Teacher 2: “Why did you bring the bat to the house.”

A: “Because it flies outside at night.”

L: “I found a little girl!”

Teacher 1: “What do you think her name is?”

L shrugs.

E: “It’s me!”

Teacher 1: “What’s happening in the house?”

C: “This child’s scared.  Ahhhh!”

Teacher 1: “What’s happening in that room?”

S: “It’s hurting their ears when they say ‘Ah!’.”

Teacher 1: “What could he say to them?”

S: “Stop!”

This was just day 1 with the house in the block area.  We can’t wait to see where the children go with it next!