Skip to main content

Water Park - 4 Hour Class

When we went outside to play at our park today, it did not look like our usual park. But instead it was a water park. There was water everywhere.
 


The children got intrigued right away with all the water. Everyone was curious to see how deep the water was.
 
 
 
Dayna said “the water is too high, it will make my socks wet”. With that being said, she did not go in the water.
 
 
 
 
 


 
 
 
 
 
 On the other hand, Austin and Elliot went in the water to see how deep it was. Both were convinced that their boots and muddy buddy would keep them dry. Elliot said “the water is lower
than my boots”. 

 
 
 
Keane used a stick to measure the depth of the water. It was only the stick that was submerged in water because he did not want to get wet.
 
 
 
 
 
 
 
Chelsea measured how deep the water was by going in and using a stick. She was also interested in seeing whether the stick and leaves float or sink.
 
 
 

We definitely had a fun experience at our “water park” today. Some of the children even suggested that they bring their bathing suits next class. Playing at the park with all the water, gave the children the opportunity to practice their skills in measurement (depth of water), buoyancy (float or sink) and gross motor skills (walking in water).  I wonder what the park will look like the next time we go outside.

Until next time,

Patricia

Comments

Popular posts from this blog

4 Year Old M/W/F Class – I Hear…I See…I Wonder…

We began one of our circle discussions with a question for the children, “What would you like to learn, wonder or hear about?” Here is what they said:    “Skateboarding, Soccer, Perches” (Connor) “Bikes” (Taylor) “Going outside to see if I left my toy” (Jun)  “The Sun” (Jack) “Rollerskating and Swimming” (Daniella)"Skating” (Noel) “Ball” (Sofie) “Scooter and Tricycle” (Masaki) “Shoes” (Ashlan) “When you put something under a pillow you can find it” (Tia) “Soccer” (Kyle) From my list I noticed quite a few of the children were interested in wheels, so at our next circle discussion we looked closely at a scooter and a pair of roller skates – as well as the wheels on a long board. The conversation brought up more questions and answers, which the children confidently discussed amongst themselves. One of the questions was “What makes this a scooter?” The conversation followed with “The scooter has a handle and a brake” and “I know how to ride a long board.” ...

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...

And We Begin

This week marks a new beginning for all of us. And, with all new beginnings, it provides us with an opportunity to reflect on the past and think about what is to come. I have been going to yoga a lot this past while and one of the things the instructors mention at the onset of each class is to create an intention for your practice.  I thought a lot about this concept and decided that it would be interesting and important to apply it to my teaching on a deeper level than in the past. So, as I move into the year, I am hoping to set intentions, which I believe are different than goals. For me personally, goals are more structured and outcome driven. Intentions imply more of a journey. Balancing intentions with flexibility and openness will be the challenge.  I also want to explore the idea of children setting their own intentions. Can this work? Will they understand? Can we help support this idea without creating comparisons or pressure? I am really not sure. And so we begin...