Studying Movement through Pipes

The toddler room has been engaging in a study of movement for the past few months. One of the many ways in which they have been exploring this idea is through the use of large and clear PVC piping, while using different tools such as balls, funnels and measuring utensils.

We have observed the children using the PVC pipes in many different ways. Some of the things we have noticed is that it invites participation, at one point or another all children have engaged in the different activities. It has also helped children to make and test hypotheses of the components of slope, sand and water, such as how can they make it go through the pipe or how can they drive their car through it. We have also seen it build on their imaginary play; they bring many different objects over to play with in the sensory table.

 The sand and water provides a soothing sensory experience for many children; they just enjoy the feeling of the sand and water between their fingers.  Just like all toddler’s activities it promotes social skills. We observed many different groups of children playing with one another during these activities, using language and gestures to communicate their feeling and ideas. The last thing we have observed is because how open-ended these activities have been children have determined the direction and path of his/her play.

New Mexico Early Learning Guidelines meet:

Toddler demonstrates curiosity, persistence, imagination and problem-solving skills in his/her everyday activities

Toddler manipulates objects and uses tools

Toddler inquires about the world and experiences the properties of things

Toddler conveys a message to another person

Toddler uses social skills with other children

Super Powers

Pretend play is a huge part of the preschool classroom and their lives. One theme we kept observing the children playing was Superheroes.  The children love their extraordinary powers and their vigilance in protecting civilians.  To help facilitate their imaginary play on this topic we decided to do a Superhero study!   We started off by talking with children about real and not real superheroes, what powers they had and what they did. The children came up with great ideas!

Throughout the project the children made capes, masks, armor, remote-control’s and shields. (NMELG #13 the child demonstrates appreciation for the art). 

Also during this study children read many different books about Superheroes.  After the story we asked children what the problem and the solution in the story were. As a class, children also made their own Superhero story.

(NMELG 5.4 Demonstrates understanding of new vocabulary introduced in conversation, activities, stories, and books

6.3 Engages in conversations that develop a thought idea

 7.2 Demonstrates comprehension of the story read aloud by asking relevant questions and making pertinent comments)

A large part of this study was the pretend play and role playing of the different superheroes.  Throughout the whole study children acted out different scenarios of superheroes facilitated by teachers and on their own.  One of the themes children role played were bat caves, where they made the caves out of the sleeping mats and put their blankets over them to make the cave dark. Another role that was acted out was airplane and boat sinking where superheroes had to come and save their friends.

One of the questions children had about Super Heroes was “how do they fly” to help children explore this idea, children traced their own bodies and made their own superheroes. We then set up a pulley system where children could fly their Super Heroes.

During this activity we asked children, “How is your Superhero flying”

Michelle: My superhero is flying

 Jayden:  I'm pulling it

Vincent: It going up, up, up because I am pulling it with the rope

 Jonathan: Pulling on the rope and pulling it up

Lukes:  Because it has a cape look

              Look Demitri you can hold it then Pull it

Demitri:  Pull it, pull it, pull it

 Meadow: with a string and pull it

(NMELG #14 the child uses the scientific method to investigate the physical and natural world and to hypothesize and make predictions)

                                      

 

Who we are ...

 

In the Infant room we build on our self help skills, which also builds on our fine motor skills.  Self help encourages autonomy and independence within our infant room. 

Early Learning Guidelines: Beginning to Move and Do: Self Help Skills: Show increasing abilities in feeding, dressing, and personal hygiene

 

We explored sponges and water...

 

First we placed the sponges on the table and an empty water table near by...

 

He showed initiative by placing the sponges into the empty water table. 

 

He continued his exploration by getting inside the water table.  Teacher asked him if he wanted to put water in the water table.  He nodded and got out of the water table.  After we placed a small amount of water into the water table, he tried sitting in the water table again.  He did not like the feeling and nonverbally communicated that he was wet.  We changed his clothes and continued our exploration...

 

We begin splashing the water with our hands, then patting the sponges. 

 

As we squeezed the water we watched the water drip from the sponge, down our arms and back into the water table. 

 

Early Learning Guidelines:

• Approaches to Learning: Demonstrate curiosity by using all senses to explore new things in the environment; Demonstrate preferences and make independent choices; Demonstrate more complex problem solving skills
• Beginning to Move and Do: Fine Motor: Use hands and fingers in more complex and refined ways

 

 

 

 

In the Infant Room we are building relationships with others and with self.  We are learning and practicing empathy, compassion, and sharing.  We learn and practice while keeping an understanding of developmental milestones. 

 

Sometimes we share ...

 

Sometimes we laugh ...

 

Sometimes we cry ...

 

All those emotions are ok.  And acknowledging those emotions help to build our relationships, empathy, compassion ... 

 

Taos Mountain With Black Ink and Water Color

January 27, 2014 

When teachers were thinking about a gift to give to Lella Gandini an educator from Reggio Emilia Italy who is visiting New Mexico, we all wanted to give her something that would best represent who we are as a school and as a community.  All of us agreed that Taos Mountain somehow had to be incorporated. Taos Mountain is the icon of Taos and is more than just a land mass to both students and teachers.  It is very much a part of our lives, community and livelihood of our small mountain town.

We chose to have our New Mexico Pre-K class represent Taos Mountain through black ink and water color drawings. We first discussed the components of a water color done by a local artist Ann Honston. The students discussed what they saw in the painting and compared it to the landscape they saw through the window.  Students then worked with permanent markers to outline their landscape then filled in with watercolors.

What does Taos Mountain mean to you?

 EmmaSofia : That you can ski and that you have to drive way up there.

                        Taos sunset is what I did on my painting.

Max:  There are clouds way up there sometimes the mountain is higher than the clouds.

Adam: It’s a special place and a place to ski.

Carly: I see snow and I like snow.

           My house has a heart on it because there is love.

Aliya: We went up the hill and there was snow on the mountain, dirt water and lots of rocks.

Noah: Different animals live up there like elk and bears.

Ava: Camping, fun, trees, snow, and hiking trails.

         I think of my grandma because she lives up in Taos mountain.

         It’s a magic mountain!