Welcome!
Indoor shoes, lined up in a row.
The last two weeks have been spent settling into the "new" classroom, meeting new friends, and establishing routines. Each and everyday, we are growing more independent and our confidence is developing. Each September, I am reminded of how the seemingly small things are BIG things to a group of 3 and 4 year olds. For example, shoes.
Yes, shoes. Identifying the difference between "outdoor" shoes and "indoor" shoes. Which shoes belong to who? (*Thank you to those families who labeled the shoes! It makes a difference!) Which shoe goes on which foot? How do you slide the velcro piece through the little slot it came out of? (* What did kindergarten teachers & children do before velcro?!?) Where do our indoor shoes go? Where do our outdoor shoes go? How do you line them up, together, so they don't get lost or kicked down the hall. (*sigh) We're getting there :) With the help of song, Pete the Cat and perseverence.
On our shared writing chart, we identified shoes as one of the independent goals we are meeting, and took a photo of our beautiful shoes all lined up in a row (seen in photo above).
Shared writing
We enjoyed the story, "Pete the Cat" written by Eric Litwin & illustrated by James Dean. The story features a cat named Pete, who struts down the street in his brand new white shoes. He proceeds to step in things that change the colour of his shoes. But does Pete cry? Goodness no. He keeps walking along and singing his song. The moral of the story: No matter what you step in, keeping walking along, because everything is good. You can find a live recording of the story by Eric Litwin by clicking here.
Pete the Cat, top / left
We are fortunate to have 3 educators in the room during a period of our day, and we have taken advantage of this to "break-out" into 3 different groups and integrate play and a learning focus. One of the fundamental principles of the FDK program weighs heavily on play. In the Ontario curriculum document it states, "Play is a means to early learning that capitalizes on childrens' natural curiosity and exuberance." Each of the three groups was given materials to "measure" their shoes. Limited direction was given ... it was a chance to explore.
Of course, the questions began. This is what we love! Inquiry from the children. What does "measure" mean? How do we do it? (...using the materials provided) ? This brief "break-out" session lended itself to several language and math curriculum strands.
For example, one curriculum goal is, "...demonstrate, through investigation, an awareness of non-standard measuring devices."
Measuring length, using pattern blocks.
The children explored length, then they spontaneously starting "measuring" the perimetre. We made connections to language ~ we use the word "perimetre" to describe the edge of the carpet when sitting down at circle time ~ and made the connection when measuring around shoes.
Measuring "perimetre"
Chart paper and markers were grabbed, and we started recording "data" in groups.
Overall, we were pleased with the direction our focused learning and "play" seemed to go in. Social interactions, fine motor practice, numeracy, measurement, and language skills (verbal and written) all seemed to blend together. Our "work" has only just begun!
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