Dollhouse
It was an interesting day as I had lots of time to observe the children at play and listen carefully to their conversations. I was particularly intrigued by a conversation between two boys playing with the dollhouse. I heard Cole say to Nico " Where are the boys for this house? I need a boy." True, for some reason, only the female doll house figures were put out. He repeated the question and Nico said "I don't know but I need a boy too." They sat for a while, picked up some furniture and the dog, banged the items on the dollhouse roof and then stopped. They sat. And sat. And sat. I was so curious... why is it that they felt they needed a male to connect to? Our gender identity is clearly very strong at such a young age. I have seen this before when we act out stories in class. Generally boys want to play boys and girls want to play boys. The notion of pretending to be another character can be unappealing for some. Why is this? Should I, as a teacher, encourage them to explore the other gender in pretend play?
Designs
I sat with some Kayla, Zev, Cyanna and Cole as they created designs out of stones, rocks and glass pieces. They started with no vision at first but then soon I heard " I made a sun" and " I made a house". I commented on where they put which pieces but I was mindful of not commenting on the design itself; I wanted them to be free to just simply create a design, letting it unfold as they worked, rather than having a specific end result in mind. Are children wired this way? To want to organize, create and make sense of things right away or have we, as adults, taught them to strive for an end result, a concrete product?
They started to pick up the blue glass pieces and put their eye up close to it. Can they see light coming through? I suggested that they take the pieces to the window.
Cyanna said " It glows."
Zev said "It's shiny."
Cole said "I see bubbles."
I find it absolutely marvellous they way children can describe things...bubbles, glow...shiny. All appropriate words and completely accurate.
Math-Patterning-Matching-Cooperating
We played a domino game, first using the textural version and then flipping the pieces over to the number version. I enjoyed listening to the four children as they made up their own rules (some which were right according to the rules as we generally know them) and some creating rules to best suit their own needs and some not following any rules at all. We had moments of anger, excitement and laughter. We also had times that it was just so so hard to wait for our own turn that we would suggest that the order suddenly change directions! I was happy to see them so engaged this activity. I was also in awe of them wanting rules and wanting to know if they were "right". Again, I wondered if this is just human nature at its base form or have we adults created this need?
Letter D
Writing the letter in the air, on the carpet, on paper. Sounding out the letter. Looking at its shape. And brainstorming words that start D. Fun, playful learning....no pressure but supporting literacy connections.
Eye Colour
After class on Wednesday, Emmett, Yvette and I spent a lot of time discussing the children's interest in eye colour. We talked about where we should take the conversation. Can we play a game to introduce the concept of genes? Can we go further into recessive and dominant? We decided to try to use pom poms to try to explore this challenging concept. The game was very successful and the children were all completely involved. So involved in fact that they were shouting out and jumping up. They really seemed to grasp the idea so we pushed further about genes form grandparents-yikes! I had every intention of recording the meeting but alas, I was far too engaged myself and didn't write anything down! We will dialogue more about this on Monday.
Now... everyone ready for the weekend. Time to think about our week gone by, enjoy our time off and plan for next week.
Emily
It was an interesting day as I had lots of time to observe the children at play and listen carefully to their conversations. I was particularly intrigued by a conversation between two boys playing with the dollhouse. I heard Cole say to Nico " Where are the boys for this house? I need a boy." True, for some reason, only the female doll house figures were put out. He repeated the question and Nico said "I don't know but I need a boy too." They sat for a while, picked up some furniture and the dog, banged the items on the dollhouse roof and then stopped. They sat. And sat. And sat. I was so curious... why is it that they felt they needed a male to connect to? Our gender identity is clearly very strong at such a young age. I have seen this before when we act out stories in class. Generally boys want to play boys and girls want to play boys. The notion of pretending to be another character can be unappealing for some. Why is this? Should I, as a teacher, encourage them to explore the other gender in pretend play?
Designs
I sat with some Kayla, Zev, Cyanna and Cole as they created designs out of stones, rocks and glass pieces. They started with no vision at first but then soon I heard " I made a sun" and " I made a house". I commented on where they put which pieces but I was mindful of not commenting on the design itself; I wanted them to be free to just simply create a design, letting it unfold as they worked, rather than having a specific end result in mind. Are children wired this way? To want to organize, create and make sense of things right away or have we, as adults, taught them to strive for an end result, a concrete product?
They started to pick up the blue glass pieces and put their eye up close to it. Can they see light coming through? I suggested that they take the pieces to the window.
Cyanna said " It glows."
Zev said "It's shiny."
Cole said "I see bubbles."
I find it absolutely marvellous they way children can describe things...bubbles, glow...shiny. All appropriate words and completely accurate.
Math-Patterning-Matching-Cooperating
We played a domino game, first using the textural version and then flipping the pieces over to the number version. I enjoyed listening to the four children as they made up their own rules (some which were right according to the rules as we generally know them) and some creating rules to best suit their own needs and some not following any rules at all. We had moments of anger, excitement and laughter. We also had times that it was just so so hard to wait for our own turn that we would suggest that the order suddenly change directions! I was happy to see them so engaged this activity. I was also in awe of them wanting rules and wanting to know if they were "right". Again, I wondered if this is just human nature at its base form or have we adults created this need?
Letter D
Writing the letter in the air, on the carpet, on paper. Sounding out the letter. Looking at its shape. And brainstorming words that start D. Fun, playful learning....no pressure but supporting literacy connections.
Eye Colour
After class on Wednesday, Emmett, Yvette and I spent a lot of time discussing the children's interest in eye colour. We talked about where we should take the conversation. Can we play a game to introduce the concept of genes? Can we go further into recessive and dominant? We decided to try to use pom poms to try to explore this challenging concept. The game was very successful and the children were all completely involved. So involved in fact that they were shouting out and jumping up. They really seemed to grasp the idea so we pushed further about genes form grandparents-yikes! I had every intention of recording the meeting but alas, I was far too engaged myself and didn't write anything down! We will dialogue more about this on Monday.
Now... everyone ready for the weekend. Time to think about our week gone by, enjoy our time off and plan for next week.
Emily
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