Category: A journey with The Marigold School of Early Learning

   

Welcome back! :)

Today we will continue discussing ways to document children’s learning while adding how to honor the whole child and their social/emotional development.  So if you are an early learning teacher or parent, please join this conversation with me!  You may private message if you do not with to share with all. And of course, if you are neither a teacher or parent you are more than welcome to join our conversation! :)

When I think about how I’ve been inspired by the Reggio Emilia approach all these years, I think about the multiple ways of documenting learning and how that process enables me to continue to honor each child as a whole person and value their social/ emotional development.  I mentioned in my previous blog post about the two ways in which I document the most, yet there are several ways and each really reflects the community in which you teach or the school your children are enrolled in.  And of course, the country and region you live in will have different interpretations on ways to document that work best.  Always remember  there are no right, or wrong ways to document.  The purpose of documenting a child’s learning journey is to not only see the growth and changes each child is going through as they learn, but it is a way for both teachers and parents to stretch children’s minds.  Documenting allows us to look back and reflect on all the steps taken while the child was on his/ her learning journey during the early years of development.

      

So as I mentioned before, I type, take pictures and write for my main ways to document.  However, I love portfolios and in the past have experimented quite a lot with several different types from small to large.  I learned a lot about what worked best and what just fizzled.  Above I posted some pictures as examples of the types of play/ work a child will engage in on his/ her learning journey.  All of these interests are ways in which children interact with their environment as a third teacher, and all are great experiences to document.  For example, the first time a child tries to use the tools in the classroom can be a stressful experience, where some frustration spills out due to the awkward feel of how to twist the screw into the hole just right to make it tight or loose.  After the child continues to manipulate the tools and gain more experience using them the child’s skills will improve to the point which they can add more things and construct a variety of projects due to their gained knowledge and ability.   Awkwardness to confidence can be documented through pictures, scribing their words and feelings as they practice using tools.  These documentations can be put in a portfolio and the child has access to that portfolio and can go back and look at it to see his/ her growth and transformation.

Another way to document that I often have really enjoyed and have not been able to do for a while is a mural of artwork the child has created throughout the school year.  The mural can be large as they usually are, or you can miniaturize it by taking pictures and asking the child to put it into a picture frame.  Along with this more visual documentation comes the child’s words about his/ her growth through the year in regards to their artistic abilities. The child’s words tell us a lot about what he/ she understands and can demonstrate how understanding has emerged and changed over time.  The words are just as important as the stages of work and the final pieces produced.

    

Now on to social/ emotional development.  This is often a topic that is not well respected in many traditional programs, unfortunately.  A child’s emotions are paid lip service, but not actually taken into account when teachers are teaching their large groups of students and pushing developmentally inappropriate curriculum.  In the early learning sector of education, there are more and more programs that are progressive and more in tune with the importance and life-long impact of social/ emotional development.

We must remember that children are people just starting out in life.  They do not possess the life experiences older children, teenagers, young adults and older people have.  The human journey of development is not short for most, it is long and as we all mature we gain a better understanding of our emotional intelligence.  Young children are just becoming familiar with how to label the feelings each have within so they are not fully able to communicate how or why they feel the way they do.  Often they look to us adults to explain and help them understand how they are feeling and why.  Now happiness is a feeling that is most easy to understand, yet even young children cannot always express why they are happy.  So it is really important to allow early learning curriculum to emerge with children as they develop and come to understand their emotions.  Documenting this process is more about scribing their words and discussions and not so much about taking pictures.

Emotions are also calmed and ignited when we allow children to use tactile/ kinesthetic materials to either promote creativity or calm their nerves.  We could go on about the positive ways in which sensory materials are excellent for helping children as they gain emotional intelligence, but that would take too long.  So I will leave this portion alone for the rest of this blog post.  We will return to emotional intelligence and development another time.

  

Social development is often linked with emotional development, yet it can stand somewhat alone.  Children naturally begin their social journey once they are born and become a part of your family.  As they grow and mature the circle of people they interact with grows with them.  Sometimes, children are born into an environment where they are introduced to larger social groups sooner and some are born into smaller social groups and it may take more time for the opportunities to interact with other people to come about.  Social development is vital to human growth and success.  Children need to be around not only children their age but children older and adults.  The more time a child spends interacting with people through family time, parties, playgroups, sports, artistic expression classes, childcare and preschool, the more those vital interpersonal and extrapersonal skills will develop.

As adults, we can document the social development of children by not only scribing their words and conversations, but we can take pictures of the group work they engage in whether that be an art, construction or dramatic play project, or sport and dance type class.  We can document by really listening and observing how children’s first approaches to interacting with others unfolded and support each step through this developmental process.  If we adults are not paying attention and not validating the child’s beginning and emerging experiences socializing with others, we are not valuing the whole child.  So by making sure we put young children and their social development as a priority, we can eventually support the development of the whole child.  Of course, in terms of the whole child, we have to look at all aspects of how a child grows during these precious early years and beyond.  (I will revisit the whole child aspect along with emotional development in another blog post.)

  Please like and share this posting!  Also, please share your experiences with children and documentation and social/emotional development.  I would love to learn from you too! :)

Thank you for stopping by The Marigold School of Early Learning! :)

 

 

 

Happy Wednesday! :)

If you would like to join the conversation, today we are discussing how documenting a child’s learning journey doesn’t have to be a difficult process.  There are many different ways we can document learning and how much or little detail and time given to any provocation or project depends on the child/ children. 

In the above pictures, you see paint, a cat figure and then much more. :)  Setting out paint and paper is a provocation that is common in all early learning programs, it is what most children gravitate towards.  If we just think about how paint includes the full spectrum of colors, it is wet, creamy, glossy, squishy, and you get my point.  I am not the type of teacher to tell children they have to paint or what to paint.  Painting is a very open and expressive way for children to not only de-stress, get inspired, be creative, it is a way for children to show their skill level when they are interested in something and take the time to put their best into their work.  There was no lines or picture for this little girl to follow.  She likes cats and she made the decision to paint one.  Did the picture stay a cat?  No, it continued to evolve with her creativity, exploration, and intense concentration as she continued with her work.  

My documentation for this provocation was, of course, pictures, but I journaled the process to her parents so they could not only see the wonderful artwork as it emerged but so they could gain more understanding of how their child assimilates knowledge in a Reggio inspired environment.  

For the preschool fair last fall, I bought some lovely yellow roses for my display and of course they went right on the table for school the next day.  I put out plain paper and crayons with the bouquet as a provocation.  I did not know if anything similar to the roses was going to emerge, so it was a complete surprise to me when it did!  Prior to this representation of a rose, the drawings were not symbolic, they were still heavy in scribble form.  Apparently, I was not the only one in love with the roses! :)  See how internal motivation and something aesthetically pleasing can bring out such creativity and understanding?!  Once again I not only took pictures, but I typed the process this child went through.  Now, I only chose to use two forms of documentation for these two examples, but there are more ways to document children’s learning journeys.

Documentation is a wonderful way to travel with each child as he/ she begins their learning journeys.  Each step one takes is full of curiosity, explorations, discoveries, experimentations and creativity.  The path each child embarks on is one that encourages each to keep building onto the knowledge they already possess.  The more interested and involved children become in these journeys, the more they strengthen the foundation for all learning.  I want young children to be well prepared for their futures.  However, I also want to make sure that I am honoring each child as a human being that needs time to use play as their vehicle.  Documenting this process requires me to listen to their words, their  dialogue, and watch their play patterns.  I can take pictures, video, write their words, type their discussions, map out their plans and the process each takes when creating something new.  Then not only myself but the children and their families can look back on the process and be as happy and proud of their children as I am!  

Young children have so much intelligence that can be tapped into if we only stop pushing harsh worksheets and structured academics onto them.  Respecting the developmental journey each child has ahead of him/ her means valuing play and documenting along with the child the entire learning process.  Why?  Because children are our precious future and they will carry the world ahead of us.  So why not respect, value and care for them as intelligent and capable human beings.

Please like, share and keep the conversations going!  Read my previous blogs so you can see how this conversation is emerging!  Thank you for stopping by!

Heidi Scott, BA & MIT

The Marigold School of Early Learning

  

 Today’s discussion will revolve around the classroom as a “third teacher”.  Having a preschool that is inspired by the Reggio Emilia approach to education, I have reflected and enjoyed the many years of learning how the classroom is like a third teacher. If any of you have ideas, thoughts, and experiences around this topic please join in the discussion! :)  Also keep in mind that large spaces and small spaces will have some things in common, yet many other things that are not common.

Obviously as a teacher I was trained and have years of experience setting up classrooms and using those spaces to support learning.  However, it wasn’t until I started learning more about the Reggio Emilia approach that I really took a good hard look at the teaching spaces both students and myself occupied. Once I really observed and set about reorganizing and shifting these spaces I was able to understand how the classroom itself could be another teacher supporting the learning of children.  Trial and error is the best way to put it really.  I spent a lot of time moving furniture and creating spaces for the children to engage in.  After seeing the children function in those areas I would know what to keep the same or change.  You’re right if you are thinking I changed more than kept the same. Our adult minds can only plan so far in advance for how children will respond to the learning environment, so the absolutely best way is to pay close attention to how the room set up works with and for the children.  When I would see things not working for them and spaces not being used or cutting off inquiry and exploration, I would take all the information I’d gathered from observing the children at play and make some functional changes.  

Creating my own preschool has allowed me to put to practice what I’ve been developing in my mind all these years.  I am happy that my classroom will change with each group of children that comes through.  My environment is a “third teacher” because I love putting the children’s learning needs ahead of my own desire for how the room should be.  I change or keep things the same based on the patterns of play.  If the room is not being fully used I change the provocations, move some of the materials to different interest areas and of course keep things the same for spaces that have been working for the children.  Fortunately, the materials are very clear to see and easily accessible for children to find and use, so the classroom does get used in its entirety.  

Another aspect of the classroom being a third teacher falls under the category of too many materials and wall decor contributing to overstimulation, while less is not as overwhelming and more conducive to learning.  I have found that children do much better in clean, well organized, and aesthetically pleasing environments than they do in clutter-filled rooms with way too many materials and wall decor.  So I’ve made sure to keep the materials that are out and available to children at a minimal so that they do not get as overwhelmed as they normally would in a more traditional program with bright primary colors everywhere. (I don’t know about you, but when I go outdoors, shopping or am at home, I am not bombarded with primary colors in all directions like most traditional preschools and elementary schools.)

Keep in mind that when young children come to school for the first time or change school environments the entire process can be very overwhelming for young minds.  It does take a couple of weeks for some personalities to adjust to any learning environment.  The  first thought most of us teachers have when we see a child overwhelmed and not able to choose a space and engage in that area for long enough to actually go through the inquiry and investigation process, is to guide that child and in essence tell them where they should explore first, second and so on.  Basically, control how they assimilate the new information they have been hit with.  Yet that would be awful for that child because that child needs time to explore in the only way a young developing mind can.  Young children are not adults and they operate differently than we do.  They have energy!!  They have the capacity to assimilate quite a bit of information by moving quickly through new spaces and trying out everything they want.  It is through this process that they are able to learn how to plan, make decisions, question, explore and engage in projects and interact with peers.  A young child’s mind needs a couple of weeks of consistent class time to allow their brain to transform from the assimilation of new information.  Once the child has been through this haphazard approach he/ she is able to slow themselves and become more engrossed in the areas of interst each choses.  So we can gain a lot from each other!

The environment as a third teacher is very helpful when children are becoming accustomed to new situations. As I’ve observed children in the beginning phase of taking in this new space, I have been able to gain information about those children’s interests, believe it or not, so I can set up provocations the next day that may entice each to spend a little more time in certain areas than they would have during this period of time in which they were acquiring new knowledge.  Last school year I had a little student become super energized and excited to explore every inch of the classroom, but once this child gained all the knowledge from rapid explorations she settled right into planning the areas she enjoyed engaging in first , second and so forth. And as a teacher inspired by the Reggio Emilia process, I was so happy to learn from her as she went through this journey.  I have observed many other children during this assimilation phase being treated as though they have either a learning disability or behavioral issue.  And that makes me so frustrated because this phase is normal development and most of the human population actually did go through this either at home, a friends house, at school and most definitely if they moved to a new city.  The duration in which children go through this phase of rapid and haphazard assimilation is different for each child, but please know this is absolutely normal and perfectly okay!  

How has your teaching or understanding of children changed since using your classroom as a third teacher?  How has your perception’s of your children changed as parents using your home as a third teacher?  Please comment, like and share!  Let’s keep these conversations going! :)

Heidi Scott, BA & MIT

The Marigold School of Early Learning! :)

 

 

This is another older post, but I still find it to be true today in 2023. Enjoy!

  Earlier in the week, I posted a blog about having an open discussion centered around the broad topic of provocations.  Provocations, of course, stem from the Reggio Emilia approach. To continue with this discussion, I would like to talk about not only provocations but the growing and evolving role of creativity and the “zone of proximal development”, a term coined by Lev Vygotsky.

I am a teacher inspired, changed and constantly growing in my understanding of how young minds learn.  I attribute this to learning about the Reggio Emilia approach several years ago.  Before I learned of this branch of constructivism, I was much more close-minded and rigid in my view of education in general and of what capacity young children were capable of in terms of learning for understanding.  Since opening my own preschool and being able to fully take advantage of the fact that I can implement as much or as little of this philosophy as I wish, has made me appreciate how much I love this approach to education and how I am constantly learning by implementing aspects of the Reggio approach.

 Provocations are not glorified activities.  They are not cute things set up just to look at.  Provocations are invitations to learn, to question, to explore, to gain new knowledge while utilizing the information a child already possesses.  Provocations also can rely on the child working alongside a peer with more knowledge on the particular provocation that is set up.  For example, one of my students knew how to use American sign language, so she was able to teach me the appropriate way to sign her name and other words familiar to her.  I was the learner and she was the teacher, the peer in this instance in which I learned from and gained new knowledge from.  I used knowledge, I had of sign language, but it was limited compared to her capacity since she was born using this form of communication.  A provocation such as, the picture above was an invitation to learn for not only me but any student that wanted to learn more about American sign language.  It was also an opportunity for another child to become the teacher and together we worked so that my capacity for understanding grew.  However, her capacity for learning sign language also grew, because she became more interested in furthering her vocabulary as a result.

My continual goal for my preschool is that it grows and changes with each student that walks through the doors.  By taking into account each child’s unique capabilities and limitless capacity for learning I can set up provocations that not only grab their attention but enable each child to take on roles that are not usually strong in traditional preschool classrooms.  Children have diverse capabilities and each contains knowledge on subjects that others may not possess, so why not use provocations as a vehicle to allow each child to become either a “teacher” or “student” while interacting together.  Why not continually use my knowledge as a teacher to stretch each child’s capacity for understanding?  I love challenging children in ways that neither I nor they ever thought of.  And guess what?  We all benefit from this wonderfully social way of teaching and learning!

  

Creativity is my next topic that fits into everything we do.  Creativity is not one skill that fits neatly into the subject of art.  Creativity is a part of how human beings make things happen.  We use creativity to form new theories, to experiment, to construct, to use and to gain new understandings.  Creativity is an innate part of being human.  Children utilize creativity in both a more open, expressive and unique form and in a more unorganized, haphazard and unrefined way.  I say this because we all know that young children are still developing in many different physical and cognitive ways, so their approach is not going to be polished and refined such as older children, and adults.  Creativity fits nicely into any provocation or project because children use this form of expression to understand what they are dealing with.  In the pictures above, I included examples of different areas in which creativity is the main part.  When using recyclable materials creativity is vital to how a child will gain new insight.  Recycled materials are items that were used for a different purpose at first and are now free to be used any which way a child can come up with.  By incorporating other known objects into the provocation I am stretching that child’s current understanding and communicating that I trust he/ she is capable of using these materials in a new and maybe better way.

Setting up blocks with fairies was not enough for one child.  This child needed the geoboards as well.  The fairies were going to use the blocks as furniture and the geo-boards were to be movie screens.  This provocation was an invitation that took on a more complex form and what followed was this child dramatized how she behaves when she is at the movies.  This particular provocation could have stayed with using two materials, blocks and fairies, but it evolved through this child’s own ideas and knowledge.  Creativity was vital for this to happen.  Creativity was the vehicle in which this idea was allowed to take off.

 As we all know painting is one of the very best and most recognizable in terms of creativity.  As long as there are no pre-cut shapes and lines to stay within, children are enabled to be as creative as they wish.  The colors, the feel, the temperature, the paper, and paint brushes are all very recognizable and much-used materials in creative expressions.  Color exploration is one of the first things I notice children enjoying.  Discovering that blue and yellow make green is so exciting to see happen for the first time!  Another aspect that opens the mind and is very captivating is being able to feel the cool, shiny and wet paint.  The texture, the tactile experience alone can invoke creativity in a child.  This is not a waste of time!  Children’s minds are opened to so much more understandings if they are allowed to explore paint and color without the close-ended coloring books and worksheets that are so often the staple and “proof of learning” in more traditional preschool programs.  In the picture above a three-year-old formed a cat on a blank piece of paper with no lines to follow, no adult assisting and only her imagination and love of cats. :) 

     

My last category for this posting is “the zone of proximal development”.  Children come to school having knowledge, they actually are not empty sponges soaking up everything once they start school.  When a child has knowledge of a topic it doesn’t matter how much or how little the child knows, what matters is that the knowledge they already possess becomes the platform onto which more information can be obtained.  The process of gaining new information and learning happens when peers, adults, and the environment are utilized as pieces of information to construct with.  A child will learn and be competent in anything he or she desires or anything they are required to know as they grow, however, that process is assisted by those who can impart knowledge, can assist, can support the need for new information for understanding.  Learning only happens when we as human beings interact with people and the environment.  And most importantly, where your child learns must be positive, kind, empathetic, and safe for that child to continue to have the internal and external motivation to learn.

An environment that does not respect children, their capacity to learn, their emotional sensitivities and their interests, is not supporting “the zone of proximal development”.  When we want to learn something new, we turn to other resources, whether that be books, articles, classes, online information, friends, family or strangers.  We are supported in doing so because as adults it is expected of us and we are supported in positive ways most of the time, in doing these things. The same positive and supportive environments should be 100% available to young children too.

 Tell me your thoughts on provocations, creativity and the zone of proximal development.  I would love to engage in this topic more with anyone who has the time, experience and interest! :)

Thank you for stopping by The Marigold School of Early Learning! :)

 

 

 Writing is something all children engage in even before most adults recognize their work as writing.  Remember that scribbles are the first stages of the writing process for developing minds.  So providing materials that children have easy access to for writing is a must. Once children know where the writing materials are and what they can use, all you have to do is step back and see what transpires.  Many creative stories come from children allowed to follow their own ideas.

 With smaller spaces to go along with small class sizes, I can be as flexible as I need to be with writing areas.  I’ve mentioned this many times before, but I’ve always incorporated learning the alphabet through sign language, so it is natural to put the two together.  This way I have two areas focussed on literacy meeting the needs of an age and developmentally diverse classroom. Children three to four can continue to practice their scribble to symbolic form. While children four to five can continue to express their knowledge thus far of symbolic form with letters, numbers and character drawings.

 The reading corner is kept small to enable children some alone time or time to converse with one other friend.  This keeps the socialization factor strong in this area and supports the development of longer attention spans.  Strong friendships can emerge when there are smaller areas because children’s minds are not being divided into several small columns trying to pay attention to many friends.  An area enabling more focus to be put on the attention and time given to one friend allows for deeper socialization to transpire.  And conversing with a friend often leads to many joys of sharing much loved and over-read stories! :)

 For inspiration placing a picture, portrait or even a book near the easel area is one way to encourage more literacy growth.  When a child is inspired or has their own ideas for what they wish to create through painting, it often can be a work encouraged to continue through some questions.  If we want to see and hear more about what a child’s painting represents in any given moment we can encourage dialogue, write their words for them, and help them shape the ideas they have into meaningful experiences that were actually lived or imaginary stories waiting to burst out of their creative souls!  This is another very flexible area in terms of what to display and how interactive this particular space can be.  Following the interests of children and seeing where to challenge them keeps each interest area in the classroom as a “third teacher”.

 A keyboard is another great way to encourage literacy growth, and to support children’s desire to understand letter and number symbols.  Keyboards have letters, numbers, and symbols that are static, so each time a child presses the keys the keys stay the same.  As he/ she begins to recognize the letters in their names and other words each uses daily, the keyboard supports this learning due to the keys never changing.  The letters, numbers, and symbols can be counted on as a steady constant, a static learning tool supporting their early literacy development.  The keyboard is also a common tool they see people interacting with daily unless you are a phone user only.  And the keyboard itself can become a part of their imaginary stories.  Children’s imaginations are not stifled by the brick walls us adults have put up.  Remember children are uninhibited with their learning and imagination as opposed to us adults that often have to break down barriers to keep our minds open and creative.

 My summer bean growth experiment is another example of how literacy can be brought into learning naturally.  Having a growing plant inside the classroom opens discussions each day and with the plant changing so quickly the discussions can become very detailed.  Writing down the children’s thoughts, ideas and questions keep them interested and learning new information.  Combining literacy, science, math and yes social studies all through this experiment can be natural in a preschool environment.  As I list the many learning benefits keep in mind how the project approach is such a useful and developmentally appropriate framework for teaching and learning.  The list includes modeling writing, scribing words, asking questions, repeating dialogue, reading stories related to the plant growing, graphing the growth, counting the leaves, flowers, and beans, recognizing the color differences, gaining experience with time such as days, weeks and months,  learning how communities and families can come together while growing food, are all wonderful aspects of how one plant can bring so much information to young minds.

 Preschool is a magical place to begin your child’s school career.  Let your child engage in quality learning while attending a preschool that truly places him/her first.  The Marigold School of Early Learning came about because I wanted to provide children with a safe, happy, calming and inspiring place to experience many of their first guided learning interactions!  You won’t find obnoxious, loud and wasteful time being spent at this Reggio Emilia inspired space. I respect children and want them to all be happy and healthy as they grow and learn!  By guiding their learning for understanding in a way that truly respects each as creative and intelligent people, each will learn that they can spend time contemplating the things they see, hear and experience.  There won’t be any unnecessary interruptions placed on their learning time because each will learn how to listen to and respect each other.  Please join my small community and support your child’s thirst for knowledge! :)

Heidi Scott, BA & MIT

The Marigold School of Early Learning! :)

 

 

 

 

 This is a question we ask children all the time and they often will give the “expected” response rather than their true feelings.  So to help support children’s need to express their true emotions and explore what those really are, give them the words they need so each can accurately express how they feel.  “How do you feel today? Do you feel happy, tired, sad, mad, excited..etc?”

 We all have emotions, yet the differences between adults and their awareness of how they feel and why is not yet fully developed in young children.  So we can support their development of those layers of feelings through various concrete means.  Having picture cards and mirrors available to children for them to explore, question and mimic.  Being nearby to offer advice, give suggestions and answer their inquiries will support their growing understanding of emotions.

 Dramatic play is one way in which children explore the concept of emotions.  Usually acting out what each has observed from family members really enables young minds to formulate their own understanding of how to express feelings.  This does not necessarily mean young children will fully understand the emotions they witnessed from family members, it just means they are taking in that behavior and making sense out of it the only way they can at this stage of their social/ emotional development.

 

 Sign language is also a great concrete way to help children learn about how to communicate their feelings.  Following the Reggio Emilia philosophy, children communicate through 100 different ways, or so to speak.  There are many ways in wich children express their emotions and, we as adults have to take the time to really listen, observe and pay close attention to the behaviors surrounding children’s communications to fully be able to support their social/emotional development.  And that really does mean not dismissing the small things that happen to children on a daily basis that may not affect us as adults, but really does impact a young child’s feelings. Being sensitive to children’s emerging feelings has a far greater impact than being aloof, distant or even cold.  Remember that we adults role-model behaviors we would like to pass on to children, so role-model compassion, understanding, and caring. 

   

Reading, drawing, painting, and coloring are some really fun and developmentally appropriate ways for children to explore their emotions in a safe and fun way.  These forms of artistic expression enable children and adults to open a dialogue surrounding feelings and how we express our emotions and why we have the many feelings we experience.  

  

Sensory exploration is also a great way to foster open communication for young children learning about their emotions and how to communicate their feelings.  Sensory materials enable minds to relax and calm any anxieties they have, so it is natural for children to open up about issues that have been bothering them or happy experiences they have recently been a part of. The key to being a great support is to always listen.  And that is true for all communication, even for adults; listening. 

 Each morning as you start the day you may want to ask yourself, “how do I feel?”.  By doing this one simple thing you can better prepare yourself for supporting young children and their emerging understanding of emotions.  It is often true that if we have a good grasp of our own psychological well-being, we have a better ability to help others.  And the people that need our expertise in this area are young, energetic and growing children! :)

Heidi Scott, BA & MIT

The Marigold School of Early Learning! :) 

 

 

 Using some space I set up a provocation combining food and counting.  I put forth the question, “how many servings?”.  Now I don’t expect preschool aged students to read this question, but I do expect them to be curious about what it says and ask for assistance with reading the card.  After that, this provocation falls directly into their hands.  How they interpret what I’ve set up is entirely up to them.

 I love using real pictures for children to look at, think about and figure out.  These pictures can spark conversations about what each had for breakfast, lunch, dinner or what they like or don’t like to eat.  I am always close by with ears perked to jump in and add to or assist with information to keep the learning process going.

 

Using fairies to assist with drawing attention sometimes works really nicely because it can add one more dimension to the provocation.  With plums being in season right now, this picture is perfect for a conversation starter that children can relate to easily, especially if they’ve been enjoying this particular fruit lately. :)

 Back to the question card.  The purpose of a question card can be to draw attention to, provoke curiosity, open the door to deeper thought and meaningful conversations all centered around acquiring knowledge.  The question or questions I come up with are based on what students talk about with each other or things their parents have mentioned to me about their children’s interests and experiences.  Paying close attention and listening to children gives me the ideas I need to further their learning.  This provocation is promoting social interaction, literacy, math, feelings with likes and dislikes and language skills.  You also may not see this right away, but it is also promoting or leaving the door open for children to take risks with trying foods that they may have hesitated with before, but now seeing pictures of and taking part in conversations centering around food, they may want to try food they have not yet given a fair chance.

 Hey, how many servings of your favorite foods have you had recently?  Or did you try any foods that you’ve shied away from in recent days?  I would love to know!  Share your experiences! :)

Heidi Scott, BA & MIT

The Marigold School of Early Learning :)

 

 

My final week of beans!  They are so pretty! :) I am very happy to report my beans have finished growing.  I don’t think being indoors will actually allow them to grow quite as large as they would have outdoors.

 

The package said the beans will turn green once cooked, which made me a little sad.  I had hoped to eat lovely purple beans!  Oh well, such is life.  Purple carrots stay purple. :)

Anyway, I plan on sharing this small batch with my family.  I hope you all have tried growing something indoors, whether that be flowers or vegetables. :)

This was a fun experiment and a happy surprise, so I hope to repeat this next year!  And I will be documenting the experience once again with maybe a few different varieties of beans to see which do better indoors as opposed to outdoors. 

Happy gardening! :) Please share some of your experiences!  I would love to read all about them!

Heidi Scott, BA & MIT

    

   

 Young children learn naturally through exploration and manipulation through a physical connection.  For young concrete mind’s it is important to support their need to explore and interact physically with their environment. Sensory materials provide the insatiable need to learn for understanding. The above materials are just one example of how versatile sensory materials can be when used as open-ended learning tools. Using a jar, a cup and two painting pallets children can sort either the rocks or the dried peas.  

 Fine motor skills are being utilized while mathematics is being explored.  Sorting, grouping, and counting are all done as a way to gather information and form meaning.  Attention to detail while noticing the slight variances with each rock is also something young children do naturally. Allowing children to explore means that I also notice and recognize when they are paying close attention to the things that we as adults take for granted.  A lot of these fine details are what we want children to notice and question as they enter elementary school, so let preschoolers do what they innately can do and build their foundations for learning and understanding, strong.

My role as an Early Learning Teacher is to always support, extend, inspire and challenge my preschool students.  I want to make sure each leaves preschool with the abilities needed to be successful once they enter elementary school.  The way in which I feel that is done best is by teaching children through developmentally appropriate methods.  The curriculum I design and implement is derived from aspects of Constructivist learning theories which include, Piaget, Vygotsky, the Reggio Emilia approach and Howard Gardner’s Multiple Intelligence Theory.  I enjoy combining what I see as the most valuable aspects of each to help guide and support the emergent curriculum that I implement.  So my curriculum will always be changing with the students that enter and leave through the years.  I do not follow any type of “cookie cutter” approach because a curriculum without creativity, individuality, and aspects that encourage consistent questioning and challenges is not a curriculum in which young minds hungry to learn, require.  They need a curriculum that supports their natural abilities and prepares them for the future.

Heidi Scott, BA & MIT  *  The Marigold School of Early Learning! :)

 

 Growing beans indoors was a fun experiment even though the life of the plants was shortened by their deprivation of the great outdoors. :) :(.  However, there is some positive news to report!  I found tiny baby beans forming off the lovely purple blossoms! :)

 Sometimes I’m not very observant because I was just about to write a blog post on how my beans died, but as I was inserting the pictures I noticed the baby beans!  So I am pleased that even without bees to pollinate the plants, the vegetables still grew!

Growing plants indoors will always be my favorite way to introduce and challenge preschool children in the area of science.  And this lovely bean plant is great inspiration for creative artists too!  Not to mention the math and new vocabulary that just falls from this plant!  I could go on about all the great learning stemming from this very plant and all the ideas derived from it, but I don’t want to bore you too much. :)  

  I do believe the bottom leaves are turning white before they would if they’d been given the chance to grow and flourish outdoors, but that is okay as long as the process as a whole inspired learning. I will keep you updated on how big these baby beans get and if they taste good when picked.  Stay tuned! :)

If you have tried any indoor planting experiments please let us know! :)

 

Heidi Scott, BA & MIT

The Marigold School of Early Learning!