The many delegate agencies of DFSS (Department of Family Support Services) recently came into the good fortune of having the 5th edition of the Creative Curriculum system purchased for each preschool classroom.
The Creative Curriculum is fantastic as it is encourages classroom teachers to plan around the interests of young children through concrete experiences. The newest edition is amazing as well ... however, I do have some reservations about the system. The system includes the 5 books and parent resources, e-books for the teachers to send home, and a classroom library of about 75 books. It has the potential to be a powerful tool. My concern is that this new system comes with study guides, similar to the study starters of the previous editions, which are quite... planned? Laid out? Scripted? I'm not sure how to describe it, but there is almost a prescribed day-to-day format within each study. I love the notion of studies with young children as it allows them to construct deeper relationships with the material or topic. I don't want my teachers to feel that they have to do only these topics or follow the tiemline as it's dictated in the system.
So?
My plan for this coming month is to sit down with my preschool teachers and talk about studies in preschool and what a quality study should look like and how to begin, investigate, and celebrate their studies with children. I don't want to discourage, but I also don't want the teachers to be limited.
What are some of the studies that you've done with preschoolers (or younger)? How did you begin the study?
Wish me luck!!
Wednesday, August 31, 2011
Wednesday, July 13, 2011
Setting a Focus
I had a supervision meeting with my Executive Director today and we talked about how things are going but we also talked about what's to come at the agency. I really like this kind of discussion as it opens our eyes to the possibilities and helps us to create a road map. While I am a self-starter, I also like to know the general direction I should be moving in. Sometimes swimming alone out there gets lonely!
My goals for the 2011-2012 school year include increasing (introducing) documentation panels to our teaching teams and helping them create appropriate documentation; introducing new and exciting materials to the classrooms (different writing utensils, different sized papers, etc); and focusing on the physical environments (get. the. clutter. out). These are the things my supervisor is hoping to see change in the next year. I'd like to throw my own personal goal in there as well: respecting tiny humans as people. They deserve nothing less than what we'd want for ourselves.
News came through the pipeline today regarding support for me as well; I got the go-ahead to post for a 0-3 Education Coordinator. This position will complement my role as the 3-5 Coordinator and will allow me to better support my preschool classroom teams and children. I would have to monitor 9 classrooms instead of all 16 classrooms. I'm exciting to post the position and see who submits lesson plans -- and I also hope that current coworkers also seize this opportunity to apply. Overall, I am just happy to think I may have someone to constructively vent with at work!
It's hard to believe that July is already half gone, but there is no time like the present to seize the day and make the simple changes that could possibly inspire my teachers to make bigger changes! Maybe I'll inspire myself!
My goals for the 2011-2012 school year include increasing (introducing) documentation panels to our teaching teams and helping them create appropriate documentation; introducing new and exciting materials to the classrooms (different writing utensils, different sized papers, etc); and focusing on the physical environments (get. the. clutter. out). These are the things my supervisor is hoping to see change in the next year. I'd like to throw my own personal goal in there as well: respecting tiny humans as people. They deserve nothing less than what we'd want for ourselves.
News came through the pipeline today regarding support for me as well; I got the go-ahead to post for a 0-3 Education Coordinator. This position will complement my role as the 3-5 Coordinator and will allow me to better support my preschool classroom teams and children. I would have to monitor 9 classrooms instead of all 16 classrooms. I'm exciting to post the position and see who submits lesson plans -- and I also hope that current coworkers also seize this opportunity to apply. Overall, I am just happy to think I may have someone to constructively vent with at work!
It's hard to believe that July is already half gone, but there is no time like the present to seize the day and make the simple changes that could possibly inspire my teachers to make bigger changes! Maybe I'll inspire myself!
Tuesday, July 12, 2011
Noodle Blocks
After finding the inspiration online, my dear ECE friend and I decided that we too wanted to make new and interesting blocks for children to explore... out of noodles! Not the pasta kind, the kind you take to the pool with you! I read a blog post about the idea and was instantly ready to begin. I visited our Dollar Tree right by the agency I work at and was oh so pleased to find that they had the noodles for $1. I picked up 10 in various colors and looked like a fool walking to my car with them and stuffing them into my backseat.
Megan and I got to work tonight for a professional development dinner/brainstorming session that was centered around the noodles. She came prepared with two fantastic beverages from Starbucks (oh how I love the way Starbucks sparks my creative juices and fixes anything) and I was prepared with a bread knife. Hot date, huh? Sounds more like a plot from Law & Order, but it was amazing! I started cutting and was almost more intrigued by the way the bread knife slid through the foam noodle like hot butter. I felt like I was cutting a baguette for dinner. It was truly an interesting experience. As I was cutting the noodles, it occurred to me that some of our blocks should have a slope to them. So I began cutting some of each color to have an angle (just like bread).
Then we realized that we could play with the height of the noodles as well. So you'll notice the varying heights of the noodles. Imagine the mathematic conversations you could have with a tiny human while exploring these blocks.
We had so much fun with these blocks that before we knew it, we had both built our own creations! We began to think about what our tiny humans might do with them in their first interactions & are quite excited to see their reactions! If you choose to do this activity & share the blocks with your very own tiny human, please post some pictures so we can scope it out!
One warning with this project, the foam is likely to attract little teeth (and lots of bit marks as a result) so this may be a project that needs to be 'redone' every now and then. But even that experience is a good exploration of texture as well as cause & effect.
Happy slicing!
What You'll Need:
Pool Noodles
Bread Knife
Cutting Board
Illinois Early Learning Standards:
6.A.ECa Use concepts that include number recognition, counting and one-to-one correspondence.
6.A.ECb Count with understanding and recognize "how many" in sets of objects.
6.D.EC Make comparisons of quantities.
7.A.ECa Demonstrate a beginning understanding of measurement using non-standard units and measurement words.
7.B.EC Show understanding of and use comparative words.
8.A.EC Sort and classify objects by a variety of properties.
8.B.ECa Recognize, duplicate and extend simple patterns, such as sequences of sounds, shapes and colors.
8.B.ECb Begin to order objects in series or rows.
19.B.EC Coordinate movements to perform complex tasks.
5.A.ECd Visual Arts: Investigate the elements of visual arts.
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| Not the easiest thing to carry, but well worth it! |
Megan and I got to work tonight for a professional development dinner/brainstorming session that was centered around the noodles. She came prepared with two fantastic beverages from Starbucks (oh how I love the way Starbucks sparks my creative juices and fixes anything) and I was prepared with a bread knife. Hot date, huh? Sounds more like a plot from Law & Order, but it was amazing! I started cutting and was almost more intrigued by the way the bread knife slid through the foam noodle like hot butter. I felt like I was cutting a baguette for dinner. It was truly an interesting experience. As I was cutting the noodles, it occurred to me that some of our blocks should have a slope to them. So I began cutting some of each color to have an angle (just like bread).
Then we realized that we could play with the height of the noodles as well. So you'll notice the varying heights of the noodles. Imagine the mathematic conversations you could have with a tiny human while exploring these blocks.
 |
| More bars in more places? Anyone? |
 |
| "It looks like a gate!" |
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| "It looks like the city!" |
One warning with this project, the foam is likely to attract little teeth (and lots of bit marks as a result) so this may be a project that needs to be 'redone' every now and then. But even that experience is a good exploration of texture as well as cause & effect.
Happy slicing!
What You'll Need:
Pool Noodles
Bread Knife
Cutting Board
Illinois Early Learning Standards:
6.A.ECa Use concepts that include number recognition, counting and one-to-one correspondence.
6.A.ECb Count with understanding and recognize "how many" in sets of objects.
6.D.EC Make comparisons of quantities.
7.A.ECa Demonstrate a beginning understanding of measurement using non-standard units and measurement words.
7.B.EC Show understanding of and use comparative words.
8.A.EC Sort and classify objects by a variety of properties.
8.B.ECa Recognize, duplicate and extend simple patterns, such as sequences of sounds, shapes and colors.
8.B.ECb Begin to order objects in series or rows.
11.A.ECa Use senses to explore and observe materials and natural phenomena.
12.D.EC Describe the effects of forces in nature (e.g. wind, gravity and magnetism). 19.B.EC Coordinate movements to perform complex tasks.
5.A.ECd Visual Arts: Investigate the elements of visual arts.
Monday, June 13, 2011
Love and Nature
There's just something special about being outside; soaking up the sunshine and fresh air. Add a tiny human to the mix and suddenly you can't help but notice and appreciate the little things right along with them. A perfect example can be seen here. The littlest things catch their eye and what should be a brief walk between Point A and Point B turns into an extended lesson -- if you follow their lead. I encourage you to do this, maybe not every time, but on occasion. Get down on their level and be present in the moment with them!
And why not bring some of the great outdoors inside with you? You could give your tiny human a bag for collecting treasures outside and bring them back inside to explore. My favorite choice for this is a muffin tin. Yep, you read this correctly... a good ol' fashioned muffin tin! There's nothing better for classifying materials. After a trip to the beach, you could sort seashells by color, size, or shape. If your tiny human has an eye for "jewels" (rocks to the lay person), why not bring them inside and do some classifying?! No special equipment required. When it comes to exploring with children, keep it simple!!!
And why not bring some of the great outdoors inside with you? You could give your tiny human a bag for collecting treasures outside and bring them back inside to explore. My favorite choice for this is a muffin tin. Yep, you read this correctly... a good ol' fashioned muffin tin! There's nothing better for classifying materials. After a trip to the beach, you could sort seashells by color, size, or shape. If your tiny human has an eye for "jewels" (rocks to the lay person), why not bring them inside and do some classifying?! No special equipment required. When it comes to exploring with children, keep it simple!!!
Saturday, June 11, 2011
Water Hose Limbo!!
Summer can get hot... why not cool off in a new way and have some fun with your tiny human?
What You Need
A water hose! A squirt nozzle attached to the water hose
An adult to hold the water hose
A grass or other soft surface
Portable tape, CD or MP3 player and music (optional)
How to Play Water Hose Limbo
1. Attach the squirt nozzle attachment to the water hose.
2. If you choose to play music, set up the tape, CD or MP3 player in a location that is out of the way of the water stream.
3. An adult squirts the water stream so that the water stream creates a limbo pole. The adult holds the squirt nozzle so that the water limbo pole is high enough for all of the preschoolers to walk under the water limbo pole without getting wet.
4. Preschoolers take turns walking under the water limbo pole until each preschooler has had a turn.
5. The adult lowers the water limbo pole a few inches so that some preschoolers must duck their head or squat a little to walk under the water limbo pole. All preschoolers take a turn with the water limbo pole at the same level.
6. Continue to lower the water limbo pole each time that all preschoolers have had a turn to pass under the water limbo pole.
2. If you choose to play music, set up the tape, CD or MP3 player in a location that is out of the way of the water stream.
3. An adult squirts the water stream so that the water stream creates a limbo pole. The adult holds the squirt nozzle so that the water limbo pole is high enough for all of the preschoolers to walk under the water limbo pole without getting wet.
4. Preschoolers take turns walking under the water limbo pole until each preschooler has had a turn.
5. The adult lowers the water limbo pole a few inches so that some preschoolers must duck their head or squat a little to walk under the water limbo pole. All preschoolers take a turn with the water limbo pole at the same level.
6. Continue to lower the water limbo pole each time that all preschoolers have had a turn to pass under the water limbo pole.
Variations of Water Hose Limbo
Animal Limbo - Combine Water Hose Limbo with Animal Limbo for a fun outdoor party game for preschoolers.Party Themed Limbo – Adapt Water Hose Limbo challenges to work with a party theme. If you’re having a pirate party for preschoolers, call out limbo tasks with a pirate theme such as “walk under the plank” and “duck under the pirate sword”.
Tips for Preschoolers Playing Limbo
Don’t Eliminate Players – Focus preschool games on trying out ideas and having fun. When kids get eliminated, they don’t get to keep exercising. Keep all preschoolers in the game and keep the activity focused on fun and fitness.
Allow Different Limbo Positions - Many preschoolers can’t limbo in the traditional limbo position. Adapt the game so that preschoolers can be successful. Allow preschoolers to try out different ways to pass under the stream of water.
Allow Different Limbo Positions - Many preschoolers can’t limbo in the traditional limbo position. Adapt the game so that preschoolers can be successful. Allow preschoolers to try out different ways to pass under the stream of water.
Activity resource: http://fitness.preschoolrock.com/index.php/activities/water-hose-limbo-preschool-flexibility-activity
Illinois Early Learning Standards:
12.D.EC Describe the effects of forces in nature (e.g. wind, gravity and magnetism).
32.A.ECa Begin to understand and follow rules.
32.B.ECa Engage in cooperative group play.
32.B.ECb Begin to share materials and experiences and take turns.
19.A.ECa Engage in active play using gross motor skills.
Friday, June 10, 2011
Painting: Computer Style
I had the pleasure of spending some one-on-one time with a child at our agency this evening as she was the last child to be picked up and the teacher had something to finish... I quickly volunteered to hang out with this child, who shall from here on out be known as Boop (my nickname for her).
We sat at the desk and Boop noticed on one of the blog posts I had up that there was a painting of a rainbow. She asked if I had painted it. I was quite proud and confirmed that I had and then asked if she was interested in making a painting of her own. We began this adventure by exploring how to change the color on our paintbrush. Once Boop mastered this task, she was ready to go! She exclaimed over the different colors and how the lines worked. There was some serious conversation about lines and shapes.
After she felt 'finished' with her painting, Boop told me the story of her picture.
I began to write the story that Boop dictated and after I was done, she said she wanted to write the story too...
Boop's Story:
"You climb up the stairs, then you're in the house. The monster eats you! The monster feels much better, but then the shark ate the monster! It's a spooky place and there's wolves there. There's crocodiles and sharks. There's a balloon and the crocodile is going to pop the balloon."
We sat at the desk and Boop noticed on one of the blog posts I had up that there was a painting of a rainbow. She asked if I had painted it. I was quite proud and confirmed that I had and then asked if she was interested in making a painting of her own. We began this adventure by exploring how to change the color on our paintbrush. Once Boop mastered this task, she was ready to go! She exclaimed over the different colors and how the lines worked. There was some serious conversation about lines and shapes.
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| Boop is working hard, using lots of colors and lines. |
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| Boop's masterpiece |
I began to write the story that Boop dictated and after I was done, she said she wanted to write the story too...
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| Look at that determination! |
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| The finished story. |
Boop's Story:
"You climb up the stairs, then you're in the house. The monster eats you! The monster feels much better, but then the shark ate the monster! It's a spooky place and there's wolves there. There's crocodiles and sharks. There's a balloon and the crocodile is going to pop the balloon."
Reflections from a Two's Teacher: Rainbow bottles
The teacher who received the rainbow water bottles sent me this incredible reflection:
Hello Danielle,
The children showed a lot of interest in the color water bottles you made for us. I sat with them and showed them what the water bottles were able to do. Then I asked them questions. What do you see in the bottle, etc... Some of them named the colors in the bottles and some of the kids said it was juice. I then gave each of them a bottle and I let them explore the bottle. Then we started looking at the reflection of colors on our hands and arms. We also observed how the bubbles appeared when we shook the bottle and turned it upside down repeatedly. The kids tried carrying more than one bottle, so I asked them about the weight of the bottles and some kids said "it's heavy" and some of the kids said "it's not heavy". This was a great experience for the kids.
Thank you for your great ideas.
I don't know about you all, but I instantly started to think about the math implications involved with this type of project! What math skills do you think the children in this classroom will be exposed to as a result of receiving the water bottles?
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