Skip to main content

Going on a Classroom Adventure using our Imaginations

In one of our many circle discussions, the children decided that we needed to go on a classroom adventure. The children suggested things they might need on this adventure, placing them inside their pretend backpacks. We talked about being able to carry our own backpacks. How would we carry our backpacks if we brought too much stuff? Would our friends be able to carry it for us? Do they have their own stuff to carry? What would happen if we were unable to carry our backpacks?

This was an adventure so we thought the children would make the decision as to how much stuff they would bring and we would find out what happens as we went along.

 Getting our boots and backpacks on, ready for the adventure!
We are holding our umbrella's open as we go through the waterfall.
Barbi explains about the narrow bridge we are going to cross. Be careful not to fall into the water!

Matthew falls into the water, and the children suggest he needs to swim. Anthony watches to make sure his friend makes it out of the water safely.
We all squeeze through the "Lego Tunnel."
We put on our binoculars to see how far we have left to go.
We climb the very tall wall, some of us reaching quite high.
Taya suggests we step on the rocks (mats), so we don't fall into the water, and are able to make it home safely from our adventure.
The children settle down to weave after their adventure.
After our adventure, Taya enjoys reading the children's favourite book, Peppa Pig, while also working on her weaving.
Superman Anthony says " I know how to do this, my mom showed me how to sew."
Ava uses her fine motor and focus skills as she weaves.
Mia notices her shadow on the way outside. She says "shadow does not look like me." Looking forward to another great circle discussion.

Until next post!

~Jess

Comments

Post a Comment

Popular posts from this blog

Social Responsibility: Down to the Core

Social responsibility- a term that has now become quite common in the field of education and has the potential to lose its meaning if we are not careful. As an early childhood educator, I have always placed great importance on the need to develop this way of thinking in young children. It is for this reason that we engage in activities that benefit others, such as volunteering at our local food bank, adopting an owl, or raising money for Variety Club. With the recent catastrophe in the Philippines, my mind was suddenly thrown into its own typhoon. I found myself asking questions around social responsibility and what it really means. What does it mean to me? What does it mean to my preschoolers? How far does it extend into the world around us? Can four year old children grasp these deep and complex concepts? What can they understand about their world? How can we teach them about being socially responsible to: ones self; ones family; ones community; ones province; ones country; ones worl...
6 comments
Read more
On Monday, we became adopted parents of a dwarf frog. It was given to us by an alumni parent whose daughter no longer wanted it and I suppose she thought I was a vulnerable victim (clearly she was right!) and I said "Yes, we would love it,". Well, there is truth in that because the children already love this little creature. The Junior OSC children made Do Not Touch signs posted near the mini aquarium and our preschoolers made the frog pictures today and wanted to shower him/her with gifts. On Monday I asked them to go home and think about a name for the frog and bring their suggestion back to class on Wednesday. So, this morning we compiled our potential name list, with the understanding that we would be voting on the name. The name suggestions were as follows: Cynna: Badgie Colin: Jack Brooke: Flower Kayla: Froggie Luca: Penguin ( NOT Penguino) Alexa: Flower Bryn: Froggie Cole: Froggie Emily: Ella Zev: Spot Chloe: Eric Cash: Benji Wayne: Jackie The big vote ...
2 comments
Read more