Sharing the experiences of lifelong learners…
Three children were creating a story about their journey to Yangzhou. They moved through many different scenes during their play. They created different characters and used all kinds of props to extend their story. They listened to and built upon each other’s ideas.
https://twitter.com/shemogani/status/1167389797377167360
@L and @T were creating with Lego. They worked alongside each other, speaking in Chinese, sharing stories about their creations.
@T “Ms. Shemo, this is swimming.”
Teacher (pointing to the row of blocks around the blue base) “What is around ‘swimming’?”
@T “No, running.”
@T could be connecting with his experience at the NIS pool, where the swimming coaches talked to the children about safety at the pool.
@B joined in to play with the Lego. He began telling @T about his creation. They had a long conversation in Chinese.
@F decided to join the group. They continued to work alongside each other.
@F made a plane. He was proud of his creation and used the iPad to take a picture.
While at ‘play’ the children are learning how to…
Approaches to Learning (ATL’s)
We read the story ‘Green Lizards vs. Red Rectangles’ By Steve Antony. In this story, the Green Lizards wanted to defeat the Red Rectangles and the Red Rectangles wanted to defeat the Green Lizards.
They start a war. However, they soon realise that they need to stop fighting and work together peacefully.
The story helped the children talk about fighting; how it might make other people feel and the consequences of fighting.
Our new campfire has tall curved shelves. They are great for storing our resources and creations. However, we realised that we cannot always reach the top of the shelves. Even the teachers were not tall enough!
We decided to order a step ladder from IKEA. It came in a box. It was in pieces! We had to fix it ourselves.
A few of the children took up the challenge. @S stated that she knows how to do it as her grandpa and grandma always fix the furniture in the house. She knows how it’s done.
@S wanted to be in charge of the screws. @F wanted to read the pictures in the instruction manual. It was decided that he would be the person telling the team where the screws fit, and which wooden pieces were needed.
We received wooden steps that will help us reach the highest shelves @NISChina. But we had to fix them ourselves! We worked together, to assemble the steps. Do you know how to fix them @MrZachG? We can show you how to!! @NISPreKK1 @TinaHua16112229 pic.twitter.com/InAlHYWFzR
— Shemo Gani (@shemogani) August 21, 2019
The children wanted to know the name of the tools we were using. We invited @MrZachG the Design teacher, to come over to the Early Yeas space to help us. He told us the tool was a type of wrench!
The children talked about the pictures they saw in the booklet. They noticed the sequence of steps and the need to follow them.
@F noticed that there are different kinds of screws. He looked closely at the different pieces of wood to see where the screws needed to be inserted. This was a challenge. There were so many different pieces!
He wondered in which direction the screws needed to be turned. After many attempts, @F said…
“Because it’s harder and harder, so I know I’m right.”
Others joined in to see how they can help. The project allowed for opportunities to learn through trial and error.
We are still working on assembling our step from #ikea @MrZachG Thank you for coming in to help @NISPreKK1! @TinaHua16112229 @NISChina pic.twitter.com/94OkzLua3H
— Shemo Gani (@shemogani) August 24, 2019
Conversations revolved around size, measurement, purpose and safety. We wonder what other tools people use to create different objects…
Through this project we had opportunities to …
Approaches to Learning (ATL’s)
The children have been creating homes and trains with blocks and loose parts. These creations live around the classroom, and the children frequently revisit their creations to build upon ideas or reconnect with the stories that live within them.
A train that carries animals
A home for animals
The children use ‘people blocks’ (wooden blocks with pictures of the children on them) to signpost important structures or ongoing creations that need to be protected. Unfortunately, as the children played around the classroom, the creations were knocked over. The children were sad.
They wondered what they could do to help.
We had pictures of what the structures looked like before they were knocked over. The children looked at the pictures and began to recreate them with the blocks. They worked together and helped rebuild all the broken sections of the structure.
While working together, the children were able to show empathy towards others. They had opportunities to talk about their feelings and the different ways they can express themselves.
The children continue to show respect for others through their actions and language. These are wonderful opportunities for us to talk about the essential agreements we create as a community, that help us have fun and stay safe.
Through this exploration we had opportunities to…
• Use discussion and play to generate new ideas and investigations.
• Listen actively and respectfully to others’ ideas and listen to information.
• Express oneself using words and sentences.
• Participate in conversations.
• Practise empathy and care for others.
• Be respectful to others.
• Play cooperatively in a group: sharing, taking turns, helping.
• Be aware of own and others’ feelings.
• Be aware of own and others’ impact as a member of a learning group.
• Use strategies to problem-solve.
-Approaches to Learning (ATL’s)
Sarah and Charlotte have been working on a project over the last few days. Together they were creating a house using blocks and loose parts.
Their house had many different features and special rooms.
Michelle was back in school and together they began to add more to their creation and story. They moved around the space, speaking in Mandarin and English to share and extend their story. Their stories were built upon the ideas of others.
While building and creating with loose parts we are learning how to…
– Approaches to Learning (ATL’s)
A few of the children have been using clay and loose parts to create faces in the Atelier. We wondered if we all looked the same or different. How are we unique and how are we the same?
The beautiful hallway space has a large mirror. We went over to look at ourselves. The children used paper and pens to draw pictures of themselves.
Some of the children chose to draw members of their family. Here are a few of their stories…
Tyson “Tyson. Tyson is drawing, make a picture.”
Felix “Me. I’m eating pancake. Mango pancake.”
Sarah “Me. I’m playing. 和 Serena 玩 （house）.”
Nina “这我，这是我的嘴巴，眼睛。sleeping. I’m tired.”
Sewon (in Korean) “Mom. Flowers and butterflies, wearing a Rapunzel dress.”
Jiwon (in Korean) “Mom. Wearing Snow White dress.”
Yoochan (in Korean) “Dad. Not wearing any clothes. Very little clothes. He is tired.”
Approaches to Learning (ATL’s)
Each morning we gather in a circle to greet each other using our words and gestures. It is a time to be part of a community, sharing our feelings, cultures and stories. It is a time to celebrate our diversity while being respectful and inclusive.
Each morning one student checks in with each member of the class to place the lunch order. Student ID’s are assembled in a graph to help sort the information collected.
The cards are then taken to the cafeteria by the student helper. The lunch order is placed, and snacks are brought back to the Early Years kitchen.
After we wash our hands, we line up to get our snack boxes.
We are now ready to have our healthy snacks!
Approaches to Learning (ATL’s)
Welcome to the new school year and to our exciting Early Years space! We have been exploring the different centres within the space to learn more about ourselves, our community and the environment.
Here are a few stories that we would like to share.
Dramatic Play
It looks like I’m playing, but…
…I’m developing social skills, emotional skills, independence, oral language, my imagination and responsibility. It helps me learn how to make positive, healthy choices. I may use these skills as a mother, father, safety officer, lawyer or politician.
Block Play
It looks like I’m playing, but…
…I’m developing motor skills, math concepts (number, size, shape, space), oral language, social skills. eye-hand coordination, self-control, and my imagination. I need these skills as a builder, engineer, designer or architect.
Art
It looks like I’m playing, but…
…I’m developing my creativity, small motor skills, problem solving, sharing, cooperation, independence and responsibility. I need these skills as an artist, illustrator or designer.
Story Time
It looks like I’m playing, but…
…I’m developing alphabet knowledge, oral language, print knowledge, listening skills, eye-hand coordination, concepts about the world, and the desire to read. I need these skills as a publisher, journalist, author, creative writer or librarian.
Science
It looks like I’m playing, but…
…I’m developing a curiosity about the world, sensory skills, problem solving, language skills, and experience with the scientific process (observing, predicting, experimenting, recording, reporting). I will utilise these skills as a doctor, lab technician, pharmacist or astronaut.
Mathematics
It looks like I’m playing, but…
…I’m developing oral language, social skills, small motor skills, concepts about quantity, shape, size, pattern, and an interest in math. I need these skills as a computer programmer, surveyor, accountant, teacher or mathematician.
Table Tops
It looks like I’m playing, but…
…I’m developing small muscles, eye-hand coordination, attention span, social skills, and concepts about size, shape, colour pattern. I need these skills as a chef or dentist.
Language
It looks like I’m playing, but…
…I’m developing oral language, alphabet knowledge, print connections, phonological awareness, visual skills, book knowledge, phonics; motivation to read. These are important skills as it will be important to know how to read.
Writing
It looks like I’m playing, but…
…I’m developing eye-hand coordination, small motor skills, alphabet knowledge, self-confidence, vocabulary, and an interest in print. I will use these skills as a journalist, administrative assistant, counselor, artiste, musician or poet.
…I’m learning to be
a thinker
a risk taker
a communicator
an inquirer
caring
balanced
principled
knowledgeable
reflective
and
open-minded
no matter who I become!
