Body ABC


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How many lines and curves make up the letters in our upper case alphabet? JK students are collaborating with their peers to discover the way that letters are made using their bodies.

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The 3’rd Teacher

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The Classroom Environment


In the schools of Reggio Emilia, the environment is thought to act as a “third teacher.” As such, it is highly organized and arranged in such a way that best suits the needs of children. The materials are intentionally placed to inspire and elicit learning. Children are encouraged to initiate and be in control of their learning, therefore, materials are easily accessible and managed by students. Materials are organized into clear bins at student level allowing them to self-select materials as needed and maintain the organization of the space. The space is aesthetically pleasing and comfortable, utilizing natural tones and allowing artifacts created by the children, documentation of learning and co-constructed resources to bring the colour to the space. The walls of the classroom reflect the learning that takes place within, evolving based on the ongoing interests of the students, inspiring them to reflect on and partake in learning that is authentic and engaging.


Inquiry Centres


 

When creating our classroom environment, the room is arranged into several learning spaces, or Inquiry Centres. These Inquiry Centres provide students with a wide range of opportunities to explore, discover, practice and demonstrate knowledge and skills in all areas of learning. Materials are placed with intention at each Inquiry Centre; yet, the open-ended framework allows students to explore the materials freely. Within this structure, educators can clearly identify where each child is, and push them further and deeper in their thinking.

Children’s interests are valued within the classroom environment, thus, we invite them to choose which Inquiry Centre they would like to visit each day. Choice allows for more meaningful exploration and engagement in our youngest learners. In their Junior Kindergarten year we have observed that students are not as able to sustain their inquiries for long periods, and tend to change centres more frequently. As students progress through the two year program, they are encouraged to stay at one centre for a longer period of time, in order to go deeper in their learning, and to collaborate with peers and teachers. Tacking the centre choices of each individual student allows us to develop an understanding their interests, and note patterns in the centres to which they gravitate. With this insight, we are able to meet with students to promote learning in areas where they are most interested or comfortable, encourage new choices, and invite students to visit a variety of learning spaces and engage in different opportunities.

The Kindergarten environment is organized into several Inquiry Centres, however, we allow for flexibility and anticipate change. Responding to how our students interact with the space, centres may be physically moved from one area to another. Additionally, new centres may emerge throughout the year, for example, a fashion design centre is co-constructed with students to allow them to further explore an interest in designing clothing. As educators, we reflect on how student interests can be nurtured as we facilitate learning in a way that will encourage the development of skills and reflect a curricular focus. Inquiry Centres allow children to extend their learning in collaborative, creative and innovative ways.

For a a more in depth look at our Inquiry Centres please visit our previous post. Centre descriptions aim to illustrate the learning that takes place in each space. Materials are suggested, not limited, and change periodically throughout the year. 

The Little Prince: Inspirations for a New School Year

We’ve all heard of the lovely tale of “The Little Prince.” Recently, when one of us on mat leave stumbled upon a sidewalk quote that highlighted one of the most superb lines, “only the children know what they are looking for,” we were re-inspired to read this classic.

The first two pages of the story, for those who may forget (I know I did), highlights how a child was discouraged when drawing a snake that had swallowed an elephant, as the adults could not understand the thought behind his depiction.

I showed my masterpiece to the grown-ups, and asked them whether the drawing frightened them. But they answered “Frighten? Why should anyone be frightened by a hat?” My drawing was not a picture of a hat. It was a picture of a boa constrictor digesting an elephant. But since the grown-ups were not able to understand it, I made another drawing: I drew the inside of the boa constrictor, so that the grown-ups could see it clearly. They always need to have things explained.

For us, this quote guides our every day in the early years classroom. So often do we place assumptions on what children might be thinking, or that every drawing they create has to be what we think it is, or should be.

We’ve all seen the disappointment on a child’s face when we say “what a lovely tree!” and they reply with: “that’s mommy.”

We encourage you to take a moment to observe a child as they draw, instead asking questions such as:

-Can you tell me more about what you’re drawing?

-How are you deciding on the colours to use?

-Why did you include this part of the picture?

We HEART the Public Library

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The Toronto Public Library hosts many free classes for early learners to participate in. There are a wide variety of ‘Ready for Reading’ programs geared towards babies, preschool, families etc. The librarian runs a session filled with engaging rhymes, songs, finger stories, picture books, puppets and more! In addition, the librarian explains the purpose of reading and singing to your child as it connects to their development. As a teacher, I was so happy to hear the message we give to parents echoed in the librarian’s session.

We hope this post provides a reminder to encourage the families you work with to connect with their public libraries and for you to hopefully bring your students to the library when possible!

Check out what programming is offered in your community and share these fabulous resource with your families!

Get Outside!

This recently published Toronto Star Article highlights the importance of getting outside and allowing children to take risks. Canadian children are spending more and more time indoors.

parents who over-supervise their children are minimizing their child’s resiliency, decision-making capabilities and executive functioning.

Why not take advantage of our beautiful country and head outdoors, rain or shine. Treasure hunts, exploration, nature walks, and most importantly, free and unstructured play.

Takaharu Tezuka: The best kindergarten you’ve ever seen

In this TED TALK, architect Takaharu Tezuka walks us through the design process for a unique Kindergarten space that “attempts to change the life of children”.

http://www.ted.com/talks/takaharu_tezuka_the_best_kindergarten_you_ve_ever_seen?language=en#t-5745


 

Nature Alphabet

To investigate the formations of lower case letters, the SK students were invited to take their learning outdoors and collect as many ‘pieces of nature’ that they could find to collaborate and build all the lower case letters that they new.  As a teacher, there is little prep required for this provocation! Each student was given a brown paper bag to collect their materials and large pieces of white bristol board were laid down as our canvas.  As each letter was created it was photographed to be used later as our collective resource.  The students quickly took charge of their exploration, ensuring that no letters were missed.

How will we know that we have made all the letters? – K Student

 

We have to count! – K Student

 

No, We need a list! – K Student

The students were provided with the list of letters that they requested, and marked each letter as it was completed.  Together, they decided that if they duplicated letters they would review the pictures to choose the ones they liked best.  Once all of the letters had been built we moved back inside to decide on the pictures that would be displayed in our classroom.

This provocation allowed the students to take charge of their exploration and investigate lower case letter formations in an active and student-driven way.  Engaging students in this process allowed them to create a meaningful classroom resource to interact with in our space.

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