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:
- Mr. Sun
- There are 7 days in a week....
- What's the weather, what's the weather, what's weather out today, ............
- The Muffin Man
- Old Macdonald (finger puppets)
- Five Little Speckled Frogs (finger puppets)
- Five Little Monkeys (finger puppets)
- Five Little Ducks
- My Little Tea Pot
- Baa Baa Black Sheep
- Where is Blue.....
- Where is Thumbkin
- Johnny Works With One Hammer
- Popcorn Song.... and many more.....
- Pete the Cat- I Love My White Shoes (We must include this book as one of the children's favorite book)
- Hooray for Hats (Favorite)
- Pete the Cat- Missing Cupcakes
- Mother Goose Rhymes.... and many more.
- We recently started using small easels for art. We noticed how the children enjoy to paint and explore on these easels. Dipping the paintbrush in and out of the small paint cups requires a steady hand. As they dip and paint they are working two areas simultaneously (eye-hand coordination). Holding the paintbrush and whooshing it across the paper in the direction they choose, is difficult when you're a toddler. As they explore and discover techniques to control the paintbrush, they create fantastic lines and circles. Pre-writing skills are promoted as they hold the brush and dipping into the cups, hones the small motor control muscles. The children are also expressing creativity and using their imagination as they paint. Rheya said, "Look alligator!" She drew an alligator at the center of her paper
- The children also painted pictures frames for a special project
- They painted Valentine Wreaths- They used paper plates, red tempera paint with glue, pink tissue paper, and glitter.
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.
- Mario's grandmother, dropped him off today and engaged with him at the Manipulative Center, before departing. They both interacted with the puzzle boards. Mario appeared excited as he was able to find the right fit on the fish puzzle board. He used an oval and three triangle shapes to complete the puzzle.
- Today we decided to try the peg mats on the easel. It gives a new and different perspective to play. The children seemed interested in exploring and manipulating the pegs in a different way. Madeline displayed interests as she plays for a length of time. As Remy inserted the pegs in the holes, she yells, "Birthday cake!".
- Today we began working with rhythm and kinesthetically explored sets of 4 with our bodies
- Explored sound dynamics with the parachute
- We were introduced to the violin
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.
- The children painted with fingerpaint. Fingerpaint is different from tempera or activity paint. Its texture is thick and pudding-like.
- Some of the children painted their picture frames (Project).
- Painting at the easel is always an interest the children have as they study and discover ways to move their hands, body, and fingers when holding a paintbrush. The children explored different easels and each promoted different experiences.
- As Ellie painted on the easel, she connected three lines. The teacher asked, "Ellie what are you painting?" Ellie responded, "A triangle!" She appears to be very proud of her triangle. As she interacts with materials in the classroom, she learns to understand the environment.
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.
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.
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!