We are reaching the end of the year, and many of our children are moving to the next level. They will not be in the 18-24 months classroom anymore. They are growing and developing, and as they enter their next level, they will continue to develop physically, emotionally, and mentally.
Today, the children, teachers, parents, relatives, and friends had a wonderful time on "Field Day!"
We sang and read a variety of books. The children have been enjoying listening to The Napping House, George, Barks and Pete the Cat the Wheels on the Bus.
Lego Printing
Ziploc painting is a color, sensory, imagination, and fine motor skills all in one fun activity. Fine motor skills are those that require the ability to use and coordinate small muscle groups. Giving children opportunities to play with different types of textures and objects helps them to build new ways of talking about the world and building language. This type of sensory play is also calming for children. It helps regulate their internal discomfort, whether that discomfort is restlessness or some other type of agitation.
Model Magic is a unique lightweight material. It is a soft, easy to use, and extremely pliable modeling compound that lets you create keepable art, and mold anything from simple shapes to intricate dioramas. It can be reused or be air dried resulting in a smooth and resilient finish. Model magic promotes fine motor skills, imagination, and creativity. Sensory exploration is a natural way for young toddlers to understand their environments. Children explore and discover new things every day through their senses. As children engage with different materials, they gain knowledge to how things work.
Experiment:
Janet made "Slime" using glue, shaving cream, and tempera paint. The consistency was not precisely what Janet was anticipating. Nevertheless, she will try again during this week.
Songs we sang and children's requests:
Books we Read:
Rheya drew on the erasable contact paper, a circle (face), two smaller circles (eyes), two loops on the outside of the big circle (ears) and a line (nose). She articulated each feature as she drew.
We sang Five Little Ducks with props.
Our usual morning routine before we enter the gym is to line up against the wall and sing one song. On this day, three children took the initiative to lead the class and they sang the ABC song. The children are becoming more independent, expressive and adding more words to their sentences.
The children enjoyed a nice neighborhood stroll to Washington Market Park. .
Highlights of the Week:
We had a special reader this week, Arturo, Mario's father:
Art:
Creating a rainbow using paper plates and tissue paper!
Using tin foil and paint, the children delve into exploring using their hands and fingers. In process art there is no step-by-step instruction, there is no right or wrong way to explore and create. The art is focused on the experience, and on the exploration. The art is unique and original. For some children, the experience is relaxing or calming as they feel the paint between their fingers.
Recycled bathroom tissue rolls were used to create fireworks with paint. The cardboard rolls were cut into different lengths, creating cardboard roll fans. The children looked curious and excited as they pressed, creating different patterns.
Fingerpaint is a kind of paint intended to be applied with the fingers. It allows children to use their imagination and create. It encourages cognitive development and strengthens the hand and fingers which helps with fine motor skills. Children use different techniques as they spread the color in different directions. Harlow uses a back and forth movement, Madeline, makes circling movements with her hands, creating circles, Rheya uses her fingertips to spread the paint, and Ellis maintains moving his hands back and forth, covering the paper on each side without mixing the two colors.
Ellis and Rheya squeezed some glue on a square piece of corrugated cardboard. They applied the glue with a paintbrush and selected different items for their collage. They seemed to enjoy exploring the materials, as they focused on squeezing and spreading the glue. They each had different ideas on how to arrange their materials. This activity promotes fine motor and cognitive development, creativity, and imagination.
A collage is an artwork made up of different papers or objects glued together. The two-step process art, applying glue and pasting the tissue paper seemed to intrigue the children. Exploring and experimenting with the arrangement of shapes on paper, helps young children develop thinking skills. I wonder if they are making pictures or just enjoying combining shapes and colors.
Manipulative:
Sensory:
A paper roll and different size of pom-poms are excellent materials to explore the hypothesis, “Will this pom- pom fit and drop?” Mario inserted the pom-poms and discovered one did not drop. He looked puzzled! He pushed and pushed with his finger, but it was stuck. It was too big! The teacher helped him remove the stuck pom-pom, and he eagerly continued inserting and releasing them into the opening. Mario appeared amazed and smiled as he noticed they went through the opening. I wonder if he realized that the opening of the paper roll and the size of the pom-pom makes a difference for a pom-pom to drop. As he continued playing, he selected the small pom-poms, not the big ones.
Revisiting the color changing milk experiment! The children that have not experience observing the experiment had the opportunity to watch, explore and discover the science of milk and dishwashing detergent.
We did a science experiment, using whole milk, dishwashing detergent, and food coloring. The next part of the experiment, the teacher, dipped the tip of a cotton swab into the dishwashing detergent and gave one to each child. With guidance, they gently touched the surface of the milk with the cotton swab. The colors burst and move swiftly in different directions.
We released the butterflies into the world. The children carefully watched them as they flew.
Creating butterflies using coffee filters.
Stacking fosters different sizes to work on comparisons. Placing the smallest and the largest pieces next to each other is teaching big versus little. They also start working on the concept of sequencing, what comes next. Stacking/nesting also works on depth perception, hand-eye and coordination. As the children put each piece on top of the other, they have to gauge where to place each piece visually. They set the smallest piece on top of the biggest one first, as these two are the most visually different. Stacking enables children an opportunity to work on colors/matching, top/bottom, counting, etc.
We sang a variety of songs and one of their favorite books for the week was, Pete the Cat, The Wheels on the Bus. They have been painting different art pieces for the art show and the classroom. They have been having a lot of fun exploring and discovering new things with paint, texture, designs, and patterns.
Using green, yellow, and orange hues, tape, and a rectangle shape canvas will make an art piece intriguing. The children appeared interested and amazed, as they observed the abstract design that was created by using different tools and materials.
Using green, yellow, and orange hues, tape, and a rectangle shape canvas will make an art piece intriguing. The children appeared interested and amazed, as they observed the abstract design that was created by using different tools and materials.
Painting with balls creates a different kind of texture on paper, as the children roll the ball back and forth. They are learning about color, texture, and creating art.
Harry, “The letter H!”
The children used one of the tools that are used for clay or play dough exploration, to create unique patterns on their art pieces.
Harlow drew Sandra and Janet.
Harlow drew her teachers, Janet on the left and Sandra on the right. Harlow asked Janet what Sandra needs (referring to the different facial features). When Janet told her that Sandra needs ears and hair, she drew them exactly where they suppose to be. She included Sandra's bun!
Highlights of the week!
Art:
Ellie: “ Look, the sun!”
The children are drawing on a particular contact paper in which they can use erasable markers. They draw zig-zag, straight, or curvy lines, or pictures that represent something.
Harry: “Sandra, the sun!”
Remy: “A fork!”
Remy: “A whale!”
Tissue Paper Collage, the children, enjoy exploring with glue and different color tissue paper! Each child had a different technique for applying the paste and selecting the colors. As they spread the glue, they placed the tissue paper on that area. Each, Paper Tissue Collage projects the children’s unique style.
Painting with q-tips allows children to create distinctive lines on their art piece. It also promotes a different grip as they maneuver the q-tip.
Sensory:
Olivia: “A snake!”
Rheya: “A flower!”
Manipulative Toys:
Blocks:
Lego Block promotes color recognition, counting, one to one correspondence, and fine motor skills. Creativity and imagination also develop as children engage in connecting and building. As young toddlers play, they build their physical skills, learn concepts, and apply thinking skills. As teachers, we encourage children to explore with toys and manipulative. We promote socialization by encouraging children to play with one another and we create activities that enable children to work collaboratively.
"Butterflies"
The butterflies have emerged, the children were curious and amazed as they saw the Painted Butterflies flutter. We have five butterflies. We can now feed them water with sugar and pieces of fruit.
Today we celebrated our last and third Curriculum Day (Peers and School). As a community, we build relationships with teachers, students and expand our social skills. Each child in the classroom brings with them divergent, interests, abilities, cultures, and families. The classroom experience enriches our program for our children’s growth and development. Our goal is to celebrate individuals while creating a sense of community. Each corridor at Buckle My Shoe projects security, nurturing and a supportive environment.
As a community, we share the importance of social interaction, communication, and collaboration, as children expand their understanding of the relationship between self and other. Our first stop to learning, and embracing our peers and community, we visited classroom 3B. They are 3.5- 4 years old and Ada and Adam are the two teachers in the classroom. They have a small tank with fishes and a rabbit name, Pinky. The teachers created and established a nurturing environment; they had different activities displayed on the tables, and cloud dough in the sensory table (a favorite sensory exploration activity our children enjoy). It was engaging and enriching, as all the children interacted with the materials or with one another.
As part of a community we collaborate and share our interests and goals. Classroom 2A used to have a fish and we have two. 1B thought it would be a good idea to give one of the fish a good home and new friends. As a school community, it’s always nice to share. We voted as a class that the blue fish, Tata, would stay in 1B. We all walked to classroom 2A to take the Red Fish. As the teacher placed the bowl on the table, the children looked curious and puzzled to see a fish swimming inside. They all smiled and remained observing their fish.
Part of our curriculum is to provide music. The words and instruments are the special elements that make the music come alive. Children smile, jump, clap, and sway to the music they hear. These experiences promote the development of listening and language skills, motor skills, and creativity.
We visit the "Music Wall" and the children explored and manipulated different instruments in the basket and the guitars displaying on the wall. As they played an instrument they sang ABC, Mr. Sun, and Twinkle Little Star to name a few. Music and movement contribute to children’s overall development. Listening to and making music helps children's developing brain. As children learn words to songs, it makes them feel proud and able to participate in singing.
Buckle My Shoe is the core of our community, and the classrooms are the branches. We want children to experience a fun, hands-on, interactive, and educational learning experience. I want to express thank you to all parents for their contribution throughout the year and welcoming us as your child's teacher.
We also celebrated, Happy Parent's Day! I have always believed that parents day is every day; however, on this particular day, we celebrate each parent for their fantastic job, as they guide and nurture their children.
Highlits of the week:
The children are creating caterpillars out of egg cartons. They chose the color they want their caterpillar to be, antennas and eyes. They are all unique! Some of their caterpillars are displayed in the window as you enter Buckle My Shoe, and some will be in the classroom.
We are creating a Chrysalis using water, Elmer’s Glue, and newspaper strips. As the teacher mixes both ingredients, the children appeared, curious and interested. The children took turns dipping the paper strip into the liquid and placed it on the balloon. This will be a two day process. As the balloon gets dry, it will harden. Our next step will be painting!
Manipulative:
Art:
Counting Fuzz Balls!
We are soon coming to the end of the year. It has been a pleasant, rewarding, and educational experience working with the 18-24 months. Our children are growing, developing, and shaping their personality. I have seen them grow and develop both physically and mentally. I am proud to have been part of that growth. Each day we learn how essential it is to have children engage in activities, group time, circle time, and projects. Nevertheless, it is as important to follow their pace. Building confidence and self-esteem are fundamental for them to feel secure in the environment in which they interact and engage with peers and different adults.
As we observe them in play or an activity, we have noticed how they are listening to each other's words and talk as they play. Talking and asking questions to them is essential for their language and cognitive development. They demonstrate their learning as they observe and listen to the people they interact in their different environments (teachers, parents, and other adults). As teachers, we have encouraged them always to use their words and make independent decisions. As they think, they are developing and building, thinking and language skills.
One of our essential approach to learning is singing songs. The children have observed, learned, listened and memorized many of our daily routine songs.
Throughout the week we sang:
A variety of books were read....
New Books: Bark George, Pete the Cat, the Wheels on the Bus, For Just One Day,
Throughout the year we have had many circle time activities. Providing different ways to stimulate their young developing minds, enables them to develop thinking skills. It helps them to be curious, uses their imagination, creativity, explore, and discover new things. For the past few weeks, we are demonstrating to the children a fun game, which entails using numbers or shapes. For example, five different shapes are drawn on an erasable board. The board is turned away from the children and a shape is erased. As the board is turned back, the children have to guess which shape is missing.
This whole week we have been preparing for our Spring Fair. Children are working hard on creating different art pieces. They are enjoying, exploring and discovering different techniques to create with colors. As they paint, glue, and sculpt they are using their imagination and creativity.
Painting at the small aisle has always been one of the children's favorite activities. It seems that it gives them a different perspective on painting. As they use a thin brush and a variety of colors, they appear to relax as they stroke their paintbrush in different directions. Each distinctive stroke is made with focus and purpose.
A collage is a technique of composing a work of art by pasting on a single surface various materials. The art of making collages, enable students’ to use their imagination and create a composition that expresses their creativity. The students used natural and recycled materials, for example; wood slices, small tree branches, recycling paper rolls, and seashells.
The children squeezed some glue on a square piece of corrugated cardboard. They applied the glue with a paintbrush and selected different items for their collage. They each seemed to enjoy exploring the materials, as they focused on squeezing and spreading the glue. The children that did not participate in this activity during the week will have an opportunity to do it next week. This activity promotes fine motor and cognitive development, creativity, and imagination.
Highlights of the week:
We are going to have the opportunity to see the butterfly cycle (Caterpillar, Chrysalis, and Butterfly). We have several caterpillars (Painted Lady Caterpillars) in a small container, and each day we will be watching and noticing the changes. The children appeared curious and excited as they observed the caterpillars move slowly in the container.
During circle time we counted how many children were at school. We counted and articulated the number 9, and it was written on an erasable board to demonstrate the written form. A set of circles were drawn next to the number nine, to show another way in which the number nine can be represented.
The children are creating a structure using small and large spools, Popsicle sticks and round wood circles. Each piece represents a child’s creation. The children are collaborating on all art pieces for the Spring Market Event.
Magna-tiles vary in shapes to build and rebuild different structures. They foster critical developmental skills, imaginative play, and creativity. The unique pieces engage children in in-depth investigations.
Madeline explores, creates and manipulates the Magna-tiles. She carefully placed each square shape side by side, depicting a walls of squares. She maintained focus and used caution, as she proceeds to add a square. There were different geometric shapes, but her interests were with the square shapes. Children’s creation evolves has they use materials that are available to them. As their young minds develop and grow with each interaction, they form an idea and construct the object of that idea. Madeline: “Look, I’m making a castle!”
Many children painted at the aisle. They each waited patiently for their turn.
Painting provides texture and color exploration. It enables children to create and become curious as they paint. Combining colors and using a paintbrush or their hands to explore are elements that help them create and discover. As Ellie was mixing the colors and maneuvering the paintbrush, she articulated, “The moon!” Harlow was making circular movements, “Look Sandra, circles!” Painting allows them to express themselves and develop their creativity freely.
Painting with young children not only helps their creative development but it also stimulates their brain. Stimulating children's brain can also improve other areas of their development; for example, developing their fine pincer grip or learning about color mixing.
We created more colorful tiles for our Spring Fair. The children appear amazed as they see how the colors they squeezed into the cup without mixing, created a pattern of colors on the tile. Some of the children participated in splattering color on a canvas, using latex gloves and paint. They squeezed paint into a latex glove, small holes were poked on the glove, and the children pressed to dispense the color in different directions and "Voila" a masterpiece.
Today we went for a neighborhood walk. Mario said, “Hello!” to every person he saw and they all pointed and articulated, firetruck. We said hello, to the friendly firefighter and we talked about the colors and the number the firetruck had. The children recognized the colors and Harry, shouted, "The number 7!" We talk about letters almost every day; therefore, as we pass the New York Law School building, the children were recognizing and identifying the letters! They also pointed and articulated cars, trucks, bus, yellow car, and dogs!
We sang and read a variety of books and songs!
Painting, gluing and cutting are part of our sensory exploration that allows children to understand materials and the world around them. All the children are participating and creating different kinds of arts and crafts for our Spring Market Event. As they engage and interact with the materials they are using their imagination and creativity.
Creating and painting caterpillars using egg cartons. The children selected the color to paint their caterpillars, added antennas and pasted eyes on their caterpillars.
They used a variety of colors to create a wonderful painting on canvas. They appeared curious as they patted, and lightly touched and rubbed the bag. They demonstrated eagerness, as they continued to manipulate the paint, and discovered how the paint spread inside without getting paint on their hands. Color, sensory, imagination, and fine motor skills all in one experience. Giving children opportunities to play with different types of textures and objects helps them to build new ways of talking about the world.
The children are adorning square tiles using different colors and tools to create unique art pieces. As they maneuver their hand, they create distinctive strokes.
Children Wooden Unit Blocks have been the standard for the classroom because of their proportions, (length is twice the width, width is twice thickness). They facilitate the learning of spatial concepts and simple geometry. Building with blocks promotes skills that involve the whole child. Each child moves their muscles differently to build and create structures.
The children have been discovering how different blocks feel in their hands, and about space and shapes. They develop ideas and interests of their own as they select the blocks they want to use. The children did not express what their structure was about but continued putting them into precise adjustment. Size and shape are important features that help children to decide how they want to build their structure. Blocks are stimulating and rewarding. They contribute to the children's creativity and imagination as they explore.
Physical play improves strength, endurance, balance, and body coordination when children play. The fine motor skills are an integral part of the physical development. In the gym, children run, swing, jump, roll, and throw a ball. They are building muscles! Large muscles like the arms and legs get stronger and work better as children run, stretch and climb. Each body part Masha uses contributes to her muscle strength and body coordination. As she stretches and balances using both her fine and gross motor skills, they get stronger. Developing these muscles improves children physicality.
A sense of curiosity and interest stimulates young toddlers to engage with different materials. Engaging with real glue provide students to learn and explore in ways that they cannot with a glue stick. Toddlers are learning about the properties of glue and examining what happens when something sticks to their hands, or it is left out to dry, provides vital information that enables them to understand how some materials work.
Highlights of the Week:
The Lego blocks and plates displayed on the table, Edie observed and interacted with them. She pressed one square shape onto the Lego plate and continued selecting different color squares unto the plate until it is almost complete. Experimenting and investigating each piece she chooses and rotates to design, helps her create her structure.
Pegs are sorting, stacking, and color recognition manipulative toy. They build fine motor skills, develops and strengthens visual perception skills, hand-eye coordination, motor coordination, imagination, and creativity.
The children were excited to explore soil! The soil is one of the natural element for planting. They squeezed, touched, and clutched some in their hands to pour it into a cup. They scooped and emptied small cups. We also included some props in the soil, to make the exploration fun, interesting and realistic (insects and branches).
Earth Day activity, using coffee filter paper, blue and green watercolor, representing the earth.
PAJAMA DAY!!
SENSORY:
MANIPULATIVE:
The week of the Young Child is celebrating and embracing early learning, young children, teachers, and families. This annual event was created by the NAEYC to celebrate and bring awareness to the importance of early childhood education. Engaging and celebrating families is at the heart of supporting our youngest learners. Throughout the week of the young child, each day we engaged, participated, explored, discovered, and celebrated something different.
Monday: The children brought in their favorite musical instrument. They played and shared their instruments with their peers. We also explored and experimented using recycled materials to make shakers. As the teacher shook the instrument five times, they shook their musical instrument five times. Incorporating math and understanding number sense, enable children to learn to count and recognize numbers.
Tuesday: We made strawberry, blueberry, and banana smoothie. The children were so excited to have a taste of the delicious smoothie as it mixed in the blender.
Wednesday: Working together Wednesday, the children continue painting their flower pots, and the children are working collaboratively to build a train out of four boxes. They are painting their first box in red. As they engage, we celebrate the unique role they each play in creating.
Thursday: "Creativity"- Different tools and paints are used in the art to create a fantastic art piece. We used something completely different that we have not used before, paint inside a balloon and plastic glove. This entails, filling up a balloon or glove with paint and puncture one or two holes; then the children will squeeze the paint onto the canvas. The children seemed excited to explore and manipulate the balloon using their hands and fingers. We will continue exploring and discovering different patterns, as they use this new technique on their paintings. The children used glue, glitter, and sequins on cd's to create suncatchers. They also explored and manipulated air dry clay by tapping, padding, squeezing, and molding it to a shape.
Friday: "Special Persons Day" The children planted seeds in a flower pot in which they adorned with different color paints. They also created a work of art on a square tile by using two colors each child selected with their special person.
The environment was filled with familiar and unfamiliar voices. We welcome everyone to be part of our classroom community and engage with the children, and teachers.
The children are working collaboratively to build a train out of four boxes. They are painting their first box in red. As they engage, we celebrate the unique role they each play in creating.
Different tools and paints are used in the art to create a fantastic art piece. Today we used something completely different that we have not used before, paint inside a balloon and plastic glove. This entails, filling up a balloon or glove with paint and puncture one or two holes; then the children will squeeze the paint onto the canvas. The children seemed excited to explore and manipulate the balloon using their hands and fingers. We will continue exploring and discovering different patterns, as they use this new technique on their paintings.
The children are learning new songs, such as, popcorn, What's the weather, There are seven days in a week and Jump in the Water....?...!
For example, the song goes "Jump in the Water Edith, Jump in the Water Edith, You're all wet, You're all wet, Shake your body dry, shake your body dry, you're all dry."
As they learn new songs or songs that they have sung since the beginning of the year, they learn to articulate the words and follow the pattern, which word comes next. Songs help their language, cognitive, and physical development.
Some children were creating suncatchers by adorning CDs. They used glitter, glue, and sequins. Each step enhances their cognitive ability, as they think about their choices. They selected two different colors of glitter and mixed each with glue. Then they spread the glue on the CD, promoting fine motor development as they maneuver their hands, back and forth. The children will continue their activity on Artsy Day, Thursday. Each child would have the opportunity to create and explore making a suncatcher.
Ellie gives Mario one square carpet at a time, and Mario aligns them. As they play cooperatively, Mario appeared excited to have placed them together.
Remy: "My favorite color, pink."
The children are painting their flower pot with the colors of their choice. The teacher asked them to choose three different colors for their flower pot. Some children selected three; whereas Ellie picked one color, blue.
Remy: "R for Remy and Rheya!"
Highlights of the week:
How Clouds Make Rain?
We did the experiment again and this time we used a smaller jar and added less shaving cream. Children can learn about the weather with this rain cloud science experiment. The shaving cream represents a cloud, and the water is the atmosphere. The weight of the food coloring will start to push through the shaving cream and fall through the water that’s in the jar! It will look like streaks of rain falling. The children appeared eager as they see the experiment unfold. Hands-on learning experiences allow children to wonder, discover, explore and see how science is part of our everyday world.
Harry drew a snowman on the erasable board!
Classroom 2A didn’t have a fish and as a school community it’s always nice to share. We had two fishes and we thought it would be a good idea to give one of the fish a good home. We voted as a class community that the blue fish, Tata, would stay in 1B.
We took the Red Fish to classroom 2A and the children appeared excited as they saw the teacher with a bowl, and a fish swimming inside. We are sure that she will be happy in her new home with new friends.
Scissors have two crossed pivoted blades and ring-shaped handles at one end. As toddlers (18-24 months) engage in using their small hands to open and close the blades of the scissors, they will begin to understand how to use them. As he/she grasp and manipulate the object with purpose, they gain experience that cutting with scissors requires them to use the thumb, index, and middle fingers separately from the pinkie, and ring fingers. Do not be surprise if their first instinct is to rip the paper. That is quite natural and appropriate with young toddlers.
Train tracks are not only fun but developmentally appropriate for young toddlers. They are tools that help facilitate optimum child growth and development. Each piece stimulates Madeline imagination and creativity. It also enhances problem-solving skills. Madeline created her own track configuration. She carefully chose and connected each track. She observed and focused on each track, making sure it fits.
We have finished the second week of Literacy week, and I want to thank all the wonderful readers. We created a wishlist on books that we wanted for our classroom. Thank you for your contribution!
Teaching children the importance of books is helping children develop proficient reading skills. Reading aloud allows children to use their imagination, creativity, extend their vocabulary and use analytical thinking. Parents and extended family members are always welcome to visit and read to the class. The children are always eager and excited to have a visitor come and read to them. Please join our beautiful classroom community and read to us!
We have read to the children, Hooray for Hats!, many times. Each time they appear excited to hear the story. They are articulating what animal comes next before the teacher turns the page.
After manipulating the model magic, pressing, squeezing, and patting it, she created a structure. She articulated, "A boat!"
After manipulating the model magic, pressing, squeezing, and patting it, she created a structure. She articulated, "A boat!"
Watercolor Paper Towel Art: Olivia and William engaged in a watercolor activity. Various techniques in art promote a different sensory exploration and experience as children use materials. Adding texture to their art with paper towel and watercolor, they can create abstract textures in their painting. Watercolor painting has a flat art form, and you can’t achieve the same textural properties as you can with oil and acrylics. An excellent and simple way to add texture to a watercolor piece is with the use of a paper towel and crumbling it. It's a form of adding texture to the painting as they use watercolor. As some children opened their paper towel after allowing it to dry, they noticed how colors spread and created light and dark tones on some parts of the paper. Using paper towels as a watercolor technique for texture enable children to explore and discover art in a different way.
(Olivia's)
After the paper towel is dry, it's opened and placed on black construction paper and displayed on the classroom wall.
(William's)
We sometimes have a brief circle time before we go to the gym at 9:30. We sing the Good morning, What's the weather?, There are seven days in a week...., Old Mac Donald, and Where is green? (A color song). Part of our counting activity, we counted together how many children were in school today (9).
How Clouds Make Rain: When water droplets continue to collect in a cloud, they get heavier and heavier. They will eventually become too heavy to float on the air. Water droplets will fall to the earth as rain. This experiment shows children how rain falls from the clouds!
Materials:
The teacher poured a substantial amount of water and shaving cream into the jar. Each child had a turn dispensing blue watercolor into the white cloud. The shaving cream represents the clouds and the watercolor, rain. The children observed as the watercolor traveled through the shaving cream. It was interesting to watch the rain cloud start to let go of little blue water droplets! I think it took a little longer than it supposed to because the teacher dispensed too much shaving cream. We will try this experiment again when we return from the break!
We explained to the children that one of the teachers doesn't have a fish, and she would like to have one. We talked about sharing and making a friend feel better. Therefore, we decided as a class to give her one of ours. We voted on which fish would stay in classroom 1B and which one will go to Rachel, classroom 2A. The red fish will remain with us because it had the highest number of votes. We will give classroom 2A the blue fish when we return from our break.
The children selected different hats to wear during this week. They shared, and they also had their favorite hat to wear. Even though we focus on children wearing them during Literacy Week, they will incorporate them during pretend (dramatic) play. When children engage in pretend (dramatic) play, they are actively experimenting with the social and emotional roles of life. Through cooperative play, he/she learns how to take turns, share and creatively problem-solve. When children pretend to be different characters, they have the experience of walking in someone else's shoes. They also build self-esteem when he/she discover they can be anything just by pretending!
Model Magic is a unique lightweight material. It is a soft, easy to use, and extremely pliable modeling compound that lets you create keepable art, and design anything from simple shapes to intricate dioramas. It can be reused or be air dried resulting in a smooth and resilient finish. Model magic promotes fine motor skills, imagination, and creativity.
The children seemed to be interested as they approached and engaged with the material displayed on the table. The texture was inviting and intriguing, as they manipulate the material with their hands and fingers. They touched, poked, squeezed, and selected some bright and colorful feathers and pipe cleaners for adorning. They appeared proud of their model magic structure!
Highlights of the Week:
We used an egg carton and different color tempera paints, to create a color recognition game. The children enjoy interacting with fuzz balls; therefore, creating a fun and learning experience allows them to absorb information simply. Harlow, Mario, Rheya, and Edith appeared excited to recognize and identify the colors as they insert the fuzz ball into its correspondent place.
Visiting the music wall allows children to select an instrument and create their music.
Reviewing our facial features and body (eyes, nose, arm, leg, neck, ears, etc.), using one of the teachers, as a model.
We see shapes in our environment, and with the different materials, we interact. Articulating and identifying the different shapes we see, provide children with a natural manner to acquire knowledge of shapes. For example, a paper plate and a clock is a shape of a circle. The Lego Blocks are in a square and rectangle shape. The teacher drew some shapes on the erasable board and asked the children to erase the circle, for example. All the children had an opportunity to identify, recognize, and learn about a shape.
We are celebrating Literacy Week, and parents are volunteering to read to the children throughout the week. Even though we are going to read a variety of books and embrace all authors, we are uniquely celebrating Brian Won, the author, and illustrator of the children’s favorite book, Hooray for Hats. All the children are going to be wearing and sharing unique hats throughout the week.
The more young children are read to, the higher their interest in mastering reading. Reading out loud exposes children to letters, words, proper grammar and phrasing. It enhances the development of their spoken language and literacy skills. As they listen they gradually absorb the information they hear. Their imagination, creativity, and cognitive development are integrated into the learning process.
Allowing children to pick the books they are interested in and turn the pages themselves keeps them active and engage in learning. Reading out loud also teaches children to listen. Children develop literacy skills and an awareness of language long before they can read. Language development is fundamental in all aspects of learning. By reading aloud to young children, we can help them acquire the skills they will need to be ready for school.
Books that were read:
Songs:
The children were eating strawberries, muffins, raisins, and cherry scones at their Tea Party. They wore their different hats as Hooray for Hats was being read to them. The also enjoyed a cup of apple juice served from a Teacup.
Sensory bags are inviting to toddlers. Sensory invitations to play is a delightful resource that encourages children to explore their sense of touch and sight. Madeline appears intrigued as she explores the sensory bag on the lightable. The bag contained water, baby oil, orange watercolor, colorful rubber bands and letters. She noticed how the watercolor moved as she touched and patted the Ziploc bag. Madeline used her fingertips to press each letter, and as she pushed, they moved. The movement encouraged her to touch other letters.
The highlights of the Week:
Art:
Teacher: "What letter is that Olivia?"
Olivia: "The letter O!"
Grayson is feeling at ease in his classroom environment and interacting with different materials.
This fun activity helps children to experience a different form of painting on paper. It allows them to explore, experiment and discover that the composition of paint appears differently on each surface they paint on. Mirror paper makes the painting shimmer, and the metallic surface creates a shiny and slippery appearance. Each child projected different strokes on the mirror using paintbrushes. As they see their reflection, they also see the different strokes he/she has painted.
Sensory:
Mario: "A spider!"
Harry: "A ballon!"
The children are excited to wear different hats and share them with their peers. Each hat is a representation of friendship. As they exchange hats, they learn the concept of sharing and taking turns. Even though we implement in the classroom the importance of sharing and taking turns, it is always a good idea to use different perspective to reinforce the concept.
All the children are enjoying the different books that our special readers are reading. It is always rewarding to have our parents read to the children in their classroom.
We are celebrating "Literacy Week" next week. Literacy week raises awareness about the importance and value of literacy. Reading books are essential tools that enable children to:
Little Blue and Little Yellow
By
Leo Lionni
The children listened to a beautiful story about friendship and colors. A story about two friends, little blue and little yellow, and their new color represents a merging of their two individual colors, green. Little Blue and Little Yellow are friends, but one day they can’t find each other. When they do, they were so happy to see each other that they hug and hug until they turn green. Although they do not stay green, they were still friends. This unique storybook is useful both as an introduction to color blending and as a story of friendship and acceptance.
Painting Activity:
First group: We provided one paper plate in which we placed one blob of yellow and blue paint. The children combined the colors until the new hue turned green.
Second group: We provided two paper plates, and a drop of yellow and blue paint on each plate. Then the children rubbed the two paper plates together until the green color revealed.
Two different ways to explore paint!
Play dough is a sensory exploration activity. Madeline squeezed and pressed and formed a ball. The teacher provided tools for further exploration and pipe cleaners for adornment.
Children are learning to take turns, share toys and engage in play.
Every morning we have a routine before we enter the gym, we line up against the wall and sing one song.
Toddlers are learning to understand their own space. Children are constantly testing their body; they crawl in, around, over, and under things. The first thing toddlers do when they see a cardboard box is to try to get in it. As they explore getting into the box, they are discovering their body. Cardboard boxes are excellent tools for spatial exploration, and understanding their space.
Cardboard boxes also promote comfort and security. It creates an emotional need to be in a small space. It enables the child to connect with their inner need to be bundled up or embraced. It also provides a sensory experience. The soothe sides of the cardboard, the sound it projects when folding or carrying the box, the natural brown color, and drawing on the box are all integral parts of the sensory play. Their imagination and creativity evolve, as they explore and discover new ways to use the box.
Part of our curriculum is to provide music. The words and instruments are the special elements that make the music come alive. Children smile, jump, clap, and sway to the music they hear. These experiences promote the development of listening and language skills, motor skills, and creativity.
We visit the "Music Wall" and the children explored and manipulated different instruments in the basket and the guitars displaying on the wall. As they played an instrument they sang ABC, Mr. Sun, and Twinkle Little Star to name a few. Music and movement contribute to children’s overall development. Listening to and making music helps children's developing brain. As children learn words to songs, it makes them feel proud and able to participate in singing.
Highlights of the week:
Circle Time:
During circle time, Ms. Janet drew a self-portrait of Ms. Sandra. She asked the children, What is Sandra missing? All the children participated and articulated the different features until the self-portrait was completed. I don't see a resemblance; however, the children identified, recognized, and articulated the facial features.
The teacher and children did smoothie today. They used strawberries, bananas, and yogurt!
Art:
Arturo, Mario's father came to read to the children after lunch. The children were excited to see and hear him read.
Playing with toys is an essential part of a child's development. The railroad system can provide an excellent stimulus for creative play. Train tracks are innovative; they promote problem-solving, imagination, language, socialization, and fine motor skills. Straight, curve and bridge style tracks help children to put train tracks together and put them in different ways.
Each piece stimulates Edith's imagination and creativity. It also enhances problem-solving skills. Edith created her track configuration. She carefully chose and connected each track, and each time she interacts with the tracks, she is extending them further. She observed and focused on each track, making sure it fits.
Songs:
Read a variety of books!
Diferent activities we did today:
William is gradually adusting to the classroom environment.
Highlights of the week:
Pretend play, sometimes called symbolic play, imaginative play, or dramatic play introduces the concept that one thing can “be” another.” At this age, toddlers may start to play with dolls as if they are “real.” For example, feeding them, putting them to bed. As Rheya is imitating the teacher, she is using her imagination, actions, and language to think things through and to remember what happened in familiar situations (circle time). Because this activity is fun, she will become so engrossed that she can think and act it through from beginning to end. She enjoys pretending play on her own, making animal noises when she sings Old McDonald or creating an airplane using unit blocks, and makes the sound of an airplane. She also participates in “let’s pretend” games with other children, thus developing her social skills. Pretend play will help her to express her emotions and feelings safely.
Young children are not able to organize complex thoughts, so when he/she dresses up and acts as a doctor or teacher, he/she is organizing their thoughts and coming to understand the doctor’s and teacher’s role. Through such play roles, they are slowly beginning to think about what it would be like to be someone else so that by the time they are about four-and-a-half they have some understanding and awareness that other people have their thoughts and feelings.
A reading session with Shakera!
Madeline: "I'm painting my banana."
Children are learning about color, shape, and counting. The teacher incorporates a variety of manipulative toys, feathers, and other items, to make the counting experience exciting and interactive. They learn to count in sequence and count with one-to-one correspondence (from left to right or right to left). As children count, they also learn about color and shape. Promoting math awareness and skills to young toddlers, helps them to be curious, and how numbers and counting apply to his/her life and the world around them.
As Ellie aligned the carpet pieces, she counted each one.
Ellie: “Look, five squares!”
The pictures demonstrate Ellie is selecting some Lego Blocks and counting in sequence and using one to one correspondence.
Ellie: “1, 2, 3,4,5,6,7,8,9, and 10!”
After reading Hooray for Hats, the teachers asked the children some questions.
What story did Sandra read?
Ellis: "Hooray for Hat!
What are some of the animals in the story?
Everyone said, "Zebra, elephant, lion, and turtle!"
Ellis: "And Giraffe!"
What gift was everyone getting?
Ellie: "A hat!"
Why did they receive or get a gift?
Ellis: "Feel better!"
Reading out loud exposes children to proper grammar and phrasing. It enhances the development of their spoken language skills, their ability to express themselves verbally and hear the correct pronunciation. Reading open doors, doors to new words, even when they do not understand every new word, they absorb something from the context. Reflecting back to a story helps children cognitive development. It enables them to think again what they have heard and seen from the book.
Teacher: "Ellis, I am noticing that you are completing each row with different color pegs. What are you constructing?
Ellis: "A birthday cake!"
This open-ended art activity is all about the process. The concept “Process Art” applies to young children because it’s how children learn, allows them to be themselves, make their own decision, and most importantly, create! The goal of arts and crafts is to hone their creativity and to allow their imagination to run free. It gives children the opportunity to explore the world around them and see how things work. Process art promotes different areas of development: gross motor skills and coordination, fine motor skills, sensory exploration, creativity, language, art techniques, self-expression, and spatial reasoning.
This fun activity helps children to experience a different form of painting on paper. It allows them to explore, experiment and discover that the composition of paint appears differently on each surface they paint on. Mirror paper makes the painting shimmer, and the metallic surface creates a shiny and slippery appearance. Each child projected different strokes on the mirror using paintbrushes. As they see their reflection, they also see the different strokes he/she has painted.
Olivia: "Green circles!"
Teacher: "Mario, what color are you using for your mirror painting?"
Mario: "Color, blue! Snowballs!"
Harlow: "Yellow color."
The children were exploring mirror painting at one of the tables. Grayson observed until he picked up a paintbrush and mirror paper. It appears that the mirror paper stimulated his curiosity and interests, even though he did not engage with the materials.
Grayson is one of our recent students that joined classroom 1B. He is gradually adjusting to the classroom environment, routines, schedules, teachers, peers, and activities. It is always a difficult transition from home to school for young toddlers. As teachers, it is essential to provide opportunities for them to explore and discover things at their own pace.
We sang a variety of songs using musical instruments or using our hands to clap. Throughout the week, we read a variety of books. Our reading sessions are during circle time, snack and lunch time, and free play. We enjoy accommodating children when they want a specific book for the teacher to read. Pete the Cat, I love My White Shoes, Pete the Cat and the Missing Cupcakes, Hooray for Hats and Mother Goose Rhymes are among of their favorites.
Sensory Exploration:
Oobleck incorporates both science and sensory exploration; is a substance that's somewhere between a liquid and a solid. It pours like a liquid but acts like a solid when you squeeze it. The children explored with their hands and smalls cups were available for them to extend their exploration. The children are always mesmerized when they see the mixture, Oobleck! They look curious and explore the properties slowly by dropping their hands into the oobleck, feeling and squeezing its texture. They touched, tapped and pressed the oobleck using their hands. We added liquid watercolor (red), and as the teacher mixed all the ingredients, some of the children couldn't wait to delve into the activity. Not all children participated in this activity; some decided to observe and explore with their eyes until they are ready to explore. They smiled and appeared intrigued as they touched the oobleck. The children used descriptive words to describe the composition: “Soft, cold, hard, water” These different elements the children used to interpret their impression of the oobleck, encouraged them to continue exploring. The stimulus prompted a calm and soothing disposition. The activity promotes fine motor, language, sensory, and cognitive skills.
Highlights of the week:
Circle Time:
During circle time we sang songs, reflected on our facial features; we used our hands or a bean bag to point to each feature that was articulated.
I had some items to be counted in a brown box. The children were interested and eager as I demonstrated the box to them. We counted ten lego blocks.
The teacher wrote the first letter of their names, and as they recognized or articulated their letter, they erased the letter.
Art:
Various techniques in art promote a different sensory exploration and experience as children use materials. Adding texture to their art with paper towel and watercolor, they can create abstract textures in their painting.
This is a 3 step project they first applied or poured the glue on the cardboard piece, and spread the glue using a paintbrush. Using brown and white crinkle cut shredded paper, the children placed them in different areas on the cardboard. The cardboard piece is air dried for a day before going to the next step, painting.
Painting recycled paperrolls.
Manipulative Toys:
"Sandra, look a birthday cake!"
During the week we sang a variety of songs and read many of their favorites books. For example, Pete the Cat, I love My White Shoes, Pete the Cat and his Four Groovy Buttons, and Mother Goose Book. Mother Goose Book has many short stories and songs that the children enjoy listening to!
Among those songs we sang are:
The children have been enjoying painting at the small easel. They are exploring and discovering new ways to move their arms to create different brushstrokes. I enjoy observing as they maneuver the paintbrush to create an art piece. Each brushstroke is dissimilar from one another. As they move their hand, they create delicate lines; some represent a person or an object.
Edith calls her painting, "Mommy and Daddy!"
Towards the left of the painting, she drew a circle, and it seems she drew two eyes and a nose. Children's work is essential to them, they take a lot of pride drawing and creating an art piece.
As Remy was painting, the teacher asked her, What are you drawing, Remy? Remy gazes at her art piece with a keen eye. She appears to be observing carefully everything she has drawn. Madeline indicated that she was drawing a "Pappaion" is a French word for a type of butterfly.
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Remy's picture had an in-depth meaning. She names several sections of her painting; the sun, boat, circle, telephone, and daddy were in her art piece. She chooses these words to describe her painting. I wonder if each of these words is connected to an event or day she spends with daddy.
A collage is a technique of composing a work of art by pasting on a single surface various materials. The art of making collages, enable students’ to use their imagination and create a composition that expresses their creativity. We used rose petals to make a Flower Collage! They applied the glue with a paintbrush and gently placed only petals. They seemed to enjoy exploring with the materials, as they focused on squeezing and spreading the glue. Our young toddlers are learning about different shapes. They articulate the circle and triangle shapes with frequency. Therefore, we created a geometric shape using the rose petals. We selected a triangle, square, and circle shape as choices for our "Flower Shape Collage." The circle won because it had the most votes. As they glued the petals in a circular shape, the children had a different view. Some said it's a circle, a tree, flower, and fishes This activity promotes fine motor and cognitive development, creativity, and imagination.
We have been exploring and discovering different shades of blue. Today I placed various items of different colors in a box. The objective was for the children to select one thing that was blue. Many were able to recognize and identify the color. All the selected items were placed in a Ziploc bag and taped on our Color Chart.
Toddlers are learning to understand their own space. Children are constantly testing their body; they crawl in, around, over, and under things. The first thing toddlers do when they see a cardboard box is to try to get in it. As they explore getting into the box, they are discovering their body. Cardboard boxes are excellent tools for spatial exploration, and understanding their space.
Remy looked curious and interested as she sat in the box. Soon, Rheya joined Remy in the box. The box appeared small for both children, but they both managed to create sufficient space. It seemed that the two of them had a lot of fun sitting together sharing the space!
Cardboard boxes also promote comfort and security. It creates an emotional need to be in a small space. It enables the child to connect with their inner need to be bundled up or embraced. It also provides a sensory experience. The soothe sides of the cardboard, the sound it projects when folding or carrying the box, the natural brown color, and drawing on the box are all integral parts of the sensory play. Their imagination and creativity evolve, as they explore and discover new ways to use the box.
During circle time, we sang the good morning song, 7 days in a week, and what's the weather out today. We also sang a few songs and acted out one song, 5 Little Monkeys Jumping on the Bed. We used a mat to represent the bed, and all the children had a turn to be one of the monkey’s. We will explore this method of singing again. The simultaneous movements as part of the dance are excellent for encouraging everyone to join in and for building confidence and social skills.
Manipulative toys:
As Remy connects the shape, she said "Square shapes!! A house!"
Look, Sandra, "A bed and person sleeping !"
Crumple Paper Project is a three-step project. The children crumple the paper first, use watercolors of their choice, and wait until it gets dry to open the paper. All the children will have the opportunity to do this project. Their artwork will be displayed on the classroom wall.
Harry recognized and identified the letter H. He erased it before washing his hands to have lunch. This is one of our transitions before lunch.
Highlights of the week:
Exploring Sensory Bag: The bag contained baby oil, water, and blue watercolor.
Harry: “Blue! Harry’s hands!”
Madeline: “It feels cold. Making snowflakes!”
Ellis selected only square unit blocks to build his tower and then chose a triangle shape as his final block. He was careful and observant, as he was piling the squares.
“A tower!”
Harry demonstrated to the teachers the different size diamonds he could make with his fingers. He formed his fingers starting from the smallest to the largest!
All the children have a voice in the classroom. We voted on the shape of the "Flower Shape Collage" on Thursday. Circle won!!!
As we learn different songs and sing them in repetition, children are learning words, rhythm and the beat of each song. The first response to music is through the movement of the body. It helps them express their feelings of excitement. In addition, music involves many different parts of the brain, so singing which includes music and language helps develop these areas. We are learning a popcorn song and jump in the middle song. It will take practice before we know the words well. Practice and opportunities are the two keys that are important in the classroom. I want the children to learn in fun and interactive way.
Our guiding study of the year, The Identity of a Child, focused on the importance to embrace their individuality. We extended our study to Family. In this section, we discussed the different types of families and how each family celebrates together. We are entering the third facet of our project, Buckle My Shoe Community (Peers and School). Our first step to learning and understanding our peers and school, we visited classroom 3b. The teachers are, Ms. Ada and Mr. Adam and the children are 3.5 - 4 years-old.
We were curious and wanted to meet their pet rabbit, Pinky, and learn a few things about him. We all sat with them during circle time, sang a song with them, which involved some dancing, and some of the children from classroom 3b articulated what pinky likes to eat, his coat color, what he likes and doesn't like. Pinky did not reveal himself; it seemed he was hiding in the kitchen area. Our children were able to catch a glimpse of Pinky, under the stove!
Our class seemed comfortable and ready to explore the environment. Observing and interacting with different hands-on activities, allowed the children to engage with a variety of materials. The children had a fun, educational and interactive day in classroom 3b.
Edie and Remy were searching and saw Pinky under the stove! Edie and some of the other children were still waiting for Pinky to come out from under the stove. But it appears that Pinky was not ready to come out!
As Ellis (red shoe) explores the kitchen center, Pinky remains quiet under the stove!
Harry appeared interested as he observes the children exploring and building together. He joins the group and seems comfortable as he engages with them. It was amazing to see how the older children and Harry shared the space and took turns building.
The teacher engaged with Grayson as he explores and manipulates the Magna-tiles. Grayson was giving him a square Magna-tile; however, the teacher was encouraging him to build with it on the light table. Grayson placed it on the table and turned to the basket to get another. He was a careful observer and participant in the activity he was involved.
I would like to introduce Shakira, a student, who will be joining us every Tuesday and Thursday mornings!
Harry discovers Pinky's cage and saw his food, water bottle, and some chewing toys.
The children are familiar with this sensory activity, Cloud Dough! The consistency of the dough is interesting to feel and hold. It can be powdery like flour one moment, and moldable (like damp sand) the next. Rheya, Edie, and Edith scoop the dough with their hands or spoons to fill cups and small pots.
We went on a neighborhood walk and saw cars, trucks, and sang some songs!
Highlights of the week:
Train tracks are not only fun but developmentally appropriate for young toddlers. They are tools that help facilitate optimum child growth and development. Last week I noticed Edith developing an interest in building the train tracks. Each piece stimulates Edith’s imagination and creativity. It also enhances problem-solving skills. Edith created her own track configuration. She carefully chose and connected each track. She observed and focused on each track, making sure it fits.
Painting Valentine Wreaths!
Exploring the color blue using a Ziploc Bag, creates a sensory experience. The children are not only internalizing the color blue but are patting, pressing and forming different imprints with their fingers. They are also observing the various elements the sensory bottles contain, and how the materials move as they shake the bottles.
Edie looks at the paint and paintbrush but decides to explore with her hands. As she explores with her hands, she is simultaneously exploring color and texture. Art opens up new worlds for young children and gives them a variety of experiences. Early art focuses on using the senses to explore and discover how everything looks, feels, and smells, rather than creating a picture. The process of squishing paint in their hands is interesting and fun for toddlers.
During the week we do counting. I always express to the children, "Let's do some counting today." I put different, or the same items in a box and one by one we count how many are in the box. Remy removed the different shape puzzle pieces from the basket but didn't get the puzzle boards that corresponded to the pieces. She aligned the shapes and said, "Counting!" She began counting the shapes, 1-7
There were cups filled with feathers and tissue paper at the easel for the children to place them on the contact paper. Harlow noticed her cup was empty and said, "More!" Edith took the initiative and gave her some tissue paper she had in her cup. Learning to share can be a challenge for young children, but sharing is a skill they need for play and learning throughout childhood. We can help children learn to share by giving them encouragement and opportunities to practice.
Lego Print Painting!
As we sing different songs, we incorporate body movement, musical instruments, and finger puppets. I decided to give the children an animal when we sang the Old McDonald song. Some of the children were interested, and others just sang along without having a finger puppet. During the song, each child made the sound of that animal. It was interactive, in how they each incorporated their distinctive sound in the song. Puppets can make music and creative movements more exciting and can increase children's communication, and social skills by providing opportunities to interact with them. Manipulating puppets can be a positive way to encourage movement and practice gross and fine motor control.
A box was brought in for the children to paint. The teacher asked the children, "What color should we paint the box?" the children articulated the color red and blue. Therefore, we had a vote to which color the box was going to be. The question, "What color you would like to paint the box?" was asked to each child. Red, won! It is essential to acknowledge every voice and have the children understand that their view is crucial as we make decisions in the classroom.
We are using the box to create a mailbox. Each child will draw or paint a card and insert the paper into the box, for the children in classroom 1A; this is part of our Buckle My Shoe Community Project.
A parachute can create soft, whispering sounds, and rippling noises, depending on how quickly it is moved. It encourages cooperation, strengthens upper torso, refines perceptual skills, reinforces turn-taking and sharing, promotes social interaction, and enhances language development. The children were full of laughter as the parachute was lifted high up and slowly went down, and suddenly was lifted high up again!
Mario’s grandmother, Martha, was our special reader this week! She read a book in which the words were in Spanish and English and another book that was entirely in Spanish. Thank you, Martha!!
The transition from home to school is always a difficult journey for young toddlers. It is a gradual process as they adjust to the routines and schedules of the classroom. As they interact and engage with their peers, teachers, activities, and projects, they will feel at ease and comfortable in their new environment. We need to follow children's pace as they adjust.
We are re-visiting sensory bottles. Sensory bottles are great for teaching color, for calming, and for helping young toddlers relax. The purpose is for children to use their senses to explore the bottles. I used a variety of materials to create each sensory bottle. Some of the items are too small for them to handle, but are just perfect for safely exploring through the clear window of a bottle. Sensory bottles are great for helping toddlers eyes to focus on near objects. They shake, roll, and observe how items in the bottles move around. They will enjoy the movement as the glitter swirls around the bottles, looking at the different colors, and looking and listening to the movement of the water.
Songs we sang:
Books:
Art:
Gym:
Edith observed as I demonstrated to Harlow and Madeline to crumple tissue paper for our morning project. Madeline focused on my hands as she slowly uses her fingertips to crumple the piece of paper. She tossed it into the container and selected another piece of square paper. Madeline appeared eager and excited as she manages to do several pieces. It is essential to have children help in activities because it builds confidence and self-esteem.
Water Play:
Manipulative:
Highlights of the week:
Clay: Clay is a wonderful sensory material for children to investigate. Most children, when given a piece of clay, are instinctively motivated to explore its inviting sensory qualities. They poke it, squeeze it, hit it, pick it up, and pound it down. The children worked for long and short periods, and others observed. Harry, Mario, and Edie have a unique way of exploring and manipulating the clay. They maintain focus as they shape it using their fingers and hands differently. Each child that interacted with the material, examined and manipulated the clay differetly.
Art:
Manipulatives:
Has children learn to interact with the material, and maneuver them to make them fit. Edith and Rheya were engaging in the Block Center. They took some train tracks from the basket and began to build and connect them. They each took turns and played cooperatively. Edith displayed excitement as she noticed they had connected several, and Rheya was starting a new set of tracks.
Music:
Circle, Transition, and Reading Time:
Circle time is a great way for preschoolers to get a sense of community with other children their age and enhance their social skills and improve their attention span.When something becomes routine or familiar to a young toddler, they respond to it better. By starting every day with circle time, the children know what to expect every morning, improving their skills a little bit more each time.
Our circle consists of different things. Each day varies in what we do; nevertheless, we sing our good morning song, 3 or 4 songs, we are also incorporating the weather and days of the week song. We can do a counting or color activity. This week we counted how many blue feathers were in the box.
Before the children transition to washing hands to eat lunch, we usually have a brief circle time. With an erasable board, the first letter of their names will be written. The teacher or the child will articulate the letter. The child will erase their letter then wash hands and eat lunch.
Spanish:
Our new students, Edie and Grayson, are experiencing their first Spanish session. As they sat together with their peers, they observe the Spanish Specialist hand movements as she sings different songs. They are both carefully observing and listening. Edie participated in some hand movements. It always takes time for children to get adjusted to a new environment, including routines and schedules of the classroom. Soon we will see them repeating the words and dancing to the songs they hear in Spanish. Welcome, Edie and Grayson!
Songs:
Books:
Let's welcome our new student Madeline and her mom, Colleen to classroom 1B:
We celebrated Ellie's birthday, with her mom and dad. Happy Birthday Ellie!!
Ellie seems to enjoy giving her friends each a special birthday bag with goodies inside.
Gym:
During circle time we sing songs, do activities, read books and discuss how to take care of the materials in the classroom. As opened the book, and the children immediately said, "It's ripped!" I expressed how we must take care of the books and hugged them because they are important to our classroom. Also, we enjoy looking, listening, and sharing books with our friends.
Before lunch, we have a brief circle time. We sing one or two songs and then write the first letter of their names on an erasable board. They will gradually recognize and identify the letter. After articulating their letters, they will erase the letter and wash their hands to have lunch.
Science Experiment:
We did the Lava Lamp experiment again. We used a 2-liter plastic bottle, water, oil, watercolor, and alka-seltzer. These were the ingredients we used the first time. The measurements of water and oil are the differences in today's experiment. All the children had a turn in pouring the water and watercolor. The teacher added oil and the alka-seltzer. It is important for the children to take turns in all activities and share the space. Even though, not sharing is a typical behaviour of a toddler, it is essential to implement the concept of sharing as they mature. They know what things belong to them; however, they can not quite grasp that some things don't.
As your child matures, we continue to demonstrate turn-taking by providing language and examples, such as,"When friends play together, it's nice to take turns. " During turn-taking in pouring the liquids, Remy, turned to give Edith the cup as she finished pouring. Teacher: "Thank you, Remy, for passing the cup to Edith." Learning to share, take turns, and cooperate doesn't always happen by chance. We implement and remind our children. It's a social skill that needs practice and helping them understand as they work together.
Art:
As the children painted on both easels, they explored and experienced maneuvering their hand and arm differently. They projected unique techniques as they move their paintbrushes up, down, side to side, or circular motion. Their authentic art piece demonstrates their creativity and imagination. Their fine motor skills and cognitive development are integrated as they create.
Manipulatives:
Highlights of the week:
We Celebrated Mario's Birthday together with his family.
Reading Session and Circle time:
Ellie's mom was our special reader of the week!
The children are gradually learning to articulate, recognize and identify colors. There are many fun colors in the world around him/her. By incorporating learning into fun activities and then reinforcing our lessons in an everyday situation, we can teach our toddlers the colors with relative ease. We sing a song about colors, use different color dancing scarves (sensory) and bean bags (sensory). These different approaches allow them to absorb information in different ways. Today the children were wearing the color purple, another way we are learning about colors. I have noticed that on each approach, the children listen attentively as the colors are expressed, in English and now in Spanish.
Dramatic Play:
Symbolic or pretend play, are other names for dramatic play, is one of the ways that young children come to understand the world around them. As they interact with different people in their lives, they build the understanding that they will need to engage in pretend play. They use symbols and recount events or actions they have observed and experienced. Using symbols involves the ability to use one thing to represent or stand for something else. For example, children represent an object (a person or living being when they pretend to be a dog or a mother) or an event (when they crawl in a cardboard box and pretend to be driving a car). They always put a hat scarf and take a bag. As they say goodbye, the teachers asked, where are you going?
Remy and Edith: "Going to take the A train." Ellis: "Going to the subway."
Art:
Manipulatives:
I welcome Grayson and his parents, Erin and John to classroom 1B. Grayson entered the classroom and observed the different centers, and explored the areas of his interests, puzzles! Soon, he will engage and participate in various activities.
Music:
Music allows children to express themselves in different ways. They might dance alone or with a peer, and sing along as they listen to the music, tap their feet or clap their hands to the rhythm. Music contributes to a rich sensory environment. Exposing children to a wide variety of sounds can benefit their learning process as they develop. Sharing songs that go along with simple hand motions, words, or dance moves, like the “Itsy Bitsy Spider,” The Wheels on the Bus “or” Two Little Blackbirds benefit children's development. As the children were listening to music, Rheya, Edith, and Olivia spontaneously held hands and began to dance.
Spanish:
Gym:
Sensory:
Exploring the color purple, the children wore purple Wednesday and Thursday; this is a way for them to learn and identify colors.
As they grow, they are developing, physically, cognitively, social/emotional, and language. It's such a fantastic time not only for parents but teachers too. As a teacher, I enjoy watching them focus, concentrate on an activity, or listen carefully as the teachers are speaking.
Songs that were sung:
These are some of the songs that we sang. We also read several different books. Next week we are going to read some some of the children's family books during circle time.
Art:
Movements:
The children enjoyed passing the ball and taking turns as they pass the ball to the teacher. Physical development is tightly interwoven with the development of perception, cognition, motivation, and communication. Talking to toddlers and interacting with them on simple learning tasks improves understand and language development.
We sang songs using musical instruments. As they listened to the songs, they shook their instrument simultaneously. We also did colors using colorful scarfs. We enunciated them in English then in Spanish.
Manipulative:
Using a strainer and pipe cleaners, is excellent for the fine motor skills, concentration and focus.
Science:
Lava Lamp Experiment:
Materials needed for this experiment:
The children helped the teacher pour the oil and watercolor. As the teacher added the last ingredient, alka-seltzer, immediately some bubbles began to emerge to the surface. We all observed with curiosity and amazement. The teacher asked the children to observe and to articulate what they see. Some said water, purple (watercolor), oil, and one child expressed they see two bubbles. Unfortunately, our experiment did not go according to plan. The tiny bubbles subsided quickly. After researching the reason why the experiment did not work, we will try the test again on Monday and add the correct amount of water and oil. We will succeed!
Dramatic play is an ongoing engaging activity in the classroom. It is a time when the children pretend to be someone or something different from themselves. Dramatic play is defined as a type of play where children accept and assign roles, and then act them out. Remy and Edith were going to take the subway. They all played cooperatively and it is a time when they break through the walls of reality and pretend and dramatize situations and actions to go along with the roles they have chosen to play.
Teacher: "Where are you going?"
Remy: "To take the A train!"
Symbolic or pretend play, are other names for dramatic play, is one of the ways that young children come to understand the world around them. As they interact with different people in their lives, they build the understanding that they will need to engage in pretend play. They use symbols and recount events or actions they have observed and experienced. Using symbols involves the ability to use one thing to represent or stand for something else. For example, children represent an object (a person or living being when they pretend to be a dog or a mother) or an event (when they crawl in a cardboard box and pretend to be driving a car).
Highlights of the week:
Counting different or the same items is always one of our fun activities. Today we counted ten different pieces. As we count the total number of items, we will be showing the number in written form on an erasable board. We are gradually integrating this into our lessons. We have sung the ABC song in repetition, now we are showing the first letter of their names. The children are excited to see and repeat the alphabet letters. They are learning the first letter of their names and their peers, as they repeat the letters during circle or transition time.
Art:
Sensory:
Exploring oobleck and play dough
Constructive play focuses the minds of young children as they engage with the materials in the classroom. Young children have a natural desire to find out things for themselves, and children acquire knowledge through active play. Rheya has developed and moved from functional play, where she used materials in simple, repetitive, and exploratory ways, to constructive play, with purposeful activities that result in creations.
“It’s airplane!”
Gym:
Storytime:
We celebrated Olivia's Birthday
Celebrating the Child and Family
Family can have many different facets and to be part of a family can have a different meaning to each individual. It can branch out to include many relatives. Member of the immediate family may consist of parents, brother, and sister; however, members of the extended family may include grandparents, aunts, and uncles. Sometimes these extended family members are also considered a member of the immediate family, depending on an individual’s specific relationship with them. Also, one’s “Family Tree” can include people that are significant in some way, so much so that they become part of one’s family.
The children created unique family trees using part of their arm and hand. As the children engage in this tactile exploration, they create a visual representation of family, and can, in turn, see how that differs for everyone. They observe and count the number of people they have on their corresponding tree, gaining an understanding of the number of people they have in their family.
Many areas of a child's development occur at home, for example, language. Our toddlers are developing language at an amazing rate. Language learning begins at home, creating the foundation for a child’s growth. In the early childhood years, the amount and variety of language children hear at home and later at school is strongly related to their language development.
Before children enunciate words, they experience receptive language before expressive language. Receptive language is the understanding of words; however, it's more than acquiring vocabulary skills, but having the ability to interpret a question as a question and the understanding of concepts. Children develop receptive skills first, absorbing information from the different interactions with people and environments they experience. Expressive language is most simple "the output" of language, how one expresses his/her wants and needs. It includes words, grammar rules that dictate how words are combined into phrases, sentences, and paragraphs as well. Our children are using more words and connecting them into longer sentences!
Language gives children the ability to communicate and voice their thoughts and ideas, which shapes their personality. The bridge of language learning from home to school impacts a child’s language development and social/emotional growth! The amount of verbal interaction we give to the children is as important as the amount of language we use.
Interactions with parents create the environment with which children can begin to learn the language they hear adults speaking. Language is a social process and a child’s language environment is the foundation for the development of the early language. Talking to children is teaching!! The different aspects in which language is implemented in the classroom: circle time, counting (math language), Music, Spanish, Science Experiments, Reading Stories and during play when children are engaging.
"Finger Paint Art Project"
Some of the highlights of the week:
During this week we also celebrated, No Name-Calling Week and spread Kindness to all. Some of the children had a share snack day. It entails, a classmate bringing a snack that he/she will share with their peers. The children enjoyed their snacks and gradually are learning and understanding to say, Thank you. Kind words are essential to implement in the classroom as they engage in play, share, and take turns.
Edith brought some homemade pumpkin muffins:
Mario brought drinkable applesauce:
Ellis shared raisins and crackers:
Harlow appeared happy as she serves her snacks to her peers. All the children had the opportunity to serve their snacks to their classmates. This act provides them with a sense of accomplishment and independence.
The children also painted a unique picture for one of their friends in the classroom. Harry and Olivia worked at the aisle side by side as they shared a painting together. As they were using distinctive brushstrokes, they both stopped and observed their picture. Harry articulated the colors on the paper. Then they continued working on their artpiece.
We celebrated Lucas birthday this week.
Ice Painting with Tempera Paint: A hands-on activity in early childhood is an avenue that links new concepts to ideas that children already understand. Piaget and Vygotsky are two educational pioneers, their theories, learning occurs as children acquire new concepts, from their interaction with people and experiences, and all the information is stored in their mind until they can make sense of it. Experiencing new concepts with paint enhances imagination and creativity. Painting is a hands-on activity that allows children to explore their senses, color, explore process and outcomes.
Painting on ice incorporates science, texture, and color recognition while observing the ice go from solid to a liquid state. As the children engaged in this activity, they explored the ice by touching and painting. The children brushed the tempera paint on top of the ice block. They noticed what happens with the tempera paint as the ice started melting. The textures started to change, as well as the colors. Sensory experience is the basic element to learning and understanding how everything works in our environment.
All the children interacted with the activity differently. Rheya carefully covered the ice with paint, Remy focused painting the side of the ice, and touched the ice and said, "The ice is cold." Olivia stirs the paint, presses the brush onto the ice, and covers the top. We will continue this activity next week to give all the children an opportunity to explore.
Exploring with tempera paint, glue, and sand: As the children interact with their environment, they experience different stimulation. These experiences enhance their cognitive, physical and language development. Some of the children observed while others explored the sensory activity. We provide options for the children to explore the materials available. It helps us as educators to observe children and alternate our activities as they study them.
Manipulative:
Engaging in play in the same activity, promotes, sharing, taking turns, and language!
A Strainer and Pipe Cleaners: The objective is for the children to try to stick the pipe cleaners through the strainer holes. The activity promotes, concentration, work on their small muscles of their fingers, imagination, and creativity. i will put this activity again next week.
Circle Time:
During circle time we started to write every child's first letter of their name on an erable board. We use this activity as a transition song to wash our hands and then eat lunch or snack. The teacher asks, "What letter is this or what letter do you think it is?" Ellis said, "The letter R, for Remy." Amazing!! Our children are not only beginning to recognize and articulate their first letter of their names, but their peers. Providing opportunities, exposure, consistency, and following the child's pace, allows them to learn in a fun and interactive way.
