Preschools The Marigold School of Early Learning – Page 2 – The Marigold School of Early Learning

Colorful Counters

September 1, 2015September 1, 2015 marigold40

My new wooden dolls came in this great divider and I thought it was perfect for my new colorful counters! Reusing items you already have is not only more cost effective but easier on our environment as well. :)

Using colorful counters to incorporate shapes and letters are a couple ways of using this very versatile tool! I roughly drew some common shapes on the perimeter of the paper and then used the counters to outline, then I made a capital letter “S”. This would be an example for children of a more close ended provocation. However, it is only close ended if the children do the same thing with their attempts or if this turns them off to trying. Most young minds will take note of what they see and do exactly what they want, which is what I want, so it is a win, win situation for all. :)

With this provocation I am incorporating both mathematics and literacy. Children can either continue with making shapes, separate the colors for each shape or move on to letter formations. More creative minds will use the counters to create more imaginary pictures and if they are in the mood to share I can scribe their ideas, explanations and stories. One thing to always remember is that when you become a young child’s scribe you are capturing a child’s imagination and showing him/ her your respect for their thoughts. You are also helping that child develop an appreciation and understanding for literacy. Children value their own words more and want to learn about letters and words with more intensity if they are learning literacy through their own creative and purposeful thoughts. Never underestimate a child’s imaginative stories or real life explanations for his/ her thoughts. A child’s own words can be just as powerful if not more so than books at certain points during their young development.

This is also another example of how to use small learning spaces to their maximum. Two provocations are set up for standing work, counters and painting. Just think about how often you see your child standing and engaging in an art or craft project. Think about how often you offer him/ her a chair and they refuse by pushing it away. Sometimes children learn better by standing and allowing their whole being to be involved in the learning process rather than sitting in a more confined and restful pose. We want children to literally be active learners because they are by nature. So why not set up a learning environment that supports how they naturally learn. :)

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Heidi Scott, BA & MIT The Marigold School of Early Learning

Preschools in Vancouver, WA, Preschools The Marigold School of Early Learning

Reggio Inspired Natural Provocation

May 26, 2015 marigold40

I have this tree/ shrub that is very evasive, so I don’t mind clipping off of it now and then. I also have some lemon mint, so I decided to set up an alphabet and number provocation using those two plants. :)

I set up paper, small glue cups, paint brushes, pencils, water and the two greens I discussed above. Now at first you may think the children would immediately just glue or draw what I have set out; well, not so. Usually when I set up a provocation like this it looses it’s open-ended feel for the children, so they change things to the way they would prefer. However, there is always one or two children that become a bit more curious about what and why things are set up the way they are. It doesn’t bother me if the children change the entire provocation. What is important to me is that the children each take interest and go deeper with their curiosity.

By going deeper with their curiosity, I mean that I enjoy watching and listening to children discuss their ideas among each other. I enjoy the fact that they have questions and can share information they know. Children enter the classroom with knowledge and sharing things they know only encourages and opens up the world of education. Learning through play and through the valuable interactions among peers is so very important.

With this particular provocation I took the time to set up both the beginning letters of “mom” and “dad”, yet those letters can also represent the beginning letter in a child’s name. I also set up the numbers one and two. The children can either choose to glue the leaves in the formations they are arranged or they can glue them in a different way. If they want to use the pencils to trace or free draw their own creations based on what they see that is also fine.

Another aspect to this provocation is that the children will notice the tiny vanes (carrying oxygen and nutrients to the plant) in each leaf (lung of a plant). If the children have had prior crayon rubbing experiences, they will know to put a leaf under their paper and use a pencil to color over the top. Most often I have introduced this particular concept to the children, yet once in a while a child will remember the experience and share with others, which in my opinion is the best way. :)

Displaying how letter and number symbols can be created and used with nature gives young minds experience exploring and manipulating two symbols that will become vital skills as they grow older. Seeing a letter can spark a discussion about names and how we spell names. It could also spark a discussion about how old each friend is. There are many directions this provocation can take children’s discussions and interests. As the Teacher it is my responsibility to make sure I find ways to support each child’s curiosity and make it a real experience we all can learn from. Reading and writing early can happen when we are able to see and hear the children’s needs and respond to those academic developmental needs in a concrete and play based way.

Another aspect I wanted to discuss is the texture and scent of both leaves. One leaf is smooth and long, while the other is shorter and rougher. And one leaf has a strong lemon-mint smell. So many discussions and further studies in this one provocation. Science, number and letter recognition, texture, relation to real life experiences and so much more all from this simple provocation using materials we all have access to.

An important reminder to all that introduce scented plants to children. Make sure you’ve discussed eatable plants and no-edible plants with the children prior to their working with those materials. :)

I also wanted to point out that this provocation will become messy and that is great! Children can learn how to forget themselves while in the process because learning is more important than keeping things super neat. Once they have finished is when we practice taking care of our materials and making sure the interest area is ready for another friend to explore. Through a lot of practice children become used to the routines and the environment becomes not only a “third teacher”, but a space in which the children learn how to respect and value. Patience is the most important thing when I set up all the interest areas. Being messy is a part of being a curious child and a part of true learning. :)

Heidi, The Marigold School of Early Learning

Preschools in Vancouver, Preschools The Marigold School of Early Learning

Flower, Paint and Crayon Provocation

May 18, 2015May 18, 2015 marigold40

This may look daunting, but just wait, I will explain. :)

I set up a lavender rhododendron, purple and pink tempera paint (washable), two different paint brushes, green and brown crayons, small rectangular paper and finally blue play dough. I also made sure there were half filled jars of water with rocks at the bottom for weight. (No tipping :) )

The idea behind this is for the children to explore a provocation with a multiple layer of artistic materials. Due to there being more materials to work with and the table being much more busy than with just one provocation, I like to have a class meeting to inform the children of items they will use. Then I like to generate a discussion with the children to find out from them what kinds of ideas they have for those materials.

Here are some ideas we came up with:

* making flowers out of the dough and painting the dough.

* counting the round dough and writing the numbers with the crayons and then painting over the crayon.

*painting the flower and using the dough as a name tag or marker for the kind of flower each person paints. Then using the crayon to add the stem and leaves.

*making flowers out of the dough and using the paint to outline the flowers. After that adding the stems and leaves with the crayons. Asking Ms. Heidi if she would write our words for our pictures. :)

*Ms. Heidi can write our words for our stories. :)

Preschools in Vancouver, Preschools The Marigold School of Early Learning

Violets and Irises

May 12, 2015May 12, 2015 marigold40

More science and observation with flowers! Violets and Irises are two lovely flowers that grow from two different sources. One is from a seed and one is from a bulb. This would be a great discussion to have with young children, because it is too easy for young minds (even older ones) to assume that all plants come from a seed. Seeds are more commonly discussed and showcased in books and other media, so it is a good idea to show the difference with a variety of colorful and lovely flowers. :)

Violets are so pretty this time of year! They travel all over the yard and right now a good portion of my side yard are filled with them. The great thing is you can supply young children with good quality magnifying glasses and let them explore up close and personal each bunch they can locate. The other great thing for me is when they have bloomed out, I just pull them up and because they reseed, new and fresh flowers bloom once more! :)

If anyone knows what kind of annual this flower is I would love it if you could enlighten me. I planted this last year and somehow it wintered over! I lost the tag, so I just don’t remember what the name is. Comment on my post if you know. :)

The lovely rain has come and is working on keeping the plants well hydrated and green! This is the iris I mentioned in an earlier post. And guess what? I managed to capture a resting bee! Anyway, this iris is a bit deceiving at first because the buds make it appear to be a lovely deep purple, yet when in full bloom you can see the cream color takes center stage and the deep purple fans out into a lovely warm plum. Flowers that change in color are also a wonderful discussion topic for young and curious minds. :)

Please share your flower experiences and any plant explorations your child or class has been up to this spring. I would love to read about them too! :)

Heidi, The Marigold School of Early Learning

Preschools in Vancouver, WA, Preschools The Marigold School of Early Learning

Irises

May 9, 2015 marigold40

Irises are so pretty and they come in so many different colors, designs and sizes! The one below is in the stages of blooming and despite the dark purple appearance, this one is heavier on the cream side with the edges being dark purple. I love watching the actual blooming process in action. The picture below shows one bud is peeking out a bit more so the cream color is starting to show. The morning sun does the flowers justice too. :)

A different angle of the same bud shows how curly the edges will be too. I wanted to mention that with any plants, flowers, vegetables etc. it is extremely important to note poisonous ones and keep those out of reach of young hands. Pictures can do wonders if you can’t actually have the real deal as a provocation or simply on display. Educating young minds on plants that are safe and those that are not really does stick in their minds and they apply this knowledge to their home lives too.

Enjoy the season of Irises because like so many other lovely flowers of spring time, they last for such a brief time! :)

Heidi, The Marigold School of Early Learning

Preschools in Vancouver, WA, Preschools The Marigold School of Early Learning

Math and Science through Plant Exploration

May 8, 2015February 3, 2018 marigold40

Math and science are aspects of early childhood education that can be learned through plants. Columbine and spider wart are two plants that have unique petals and leaves; each plant allows for children to learn about how a plant grows and incorporates numbers and patterns.

There are a couple of ways I will mention that a provocation for math and science can be set up for children to question, explore and learn from. First I like to set up a potted plant or fresh cut flowers so that the children can admire the plant and incorporate both art and literacy by drawing a picture of each and writing a story about them based on any inspirational ideas that come forward by admiring the plant or flowers (I act as their scribe). Math comes in to play when the children can, in essence, dissect the plant visually and artistically; drawing the leaves, the vanes, and the petals. As their scribe, I can dialogue with the children and model how to write/draw numbers for each part of the plant they have illustrated. For science, we can explore the role and purpose of soil, the nutrients it contains, and the rain and sunshine’s impact on the plants. So as you can see we actually are encompassing not simply math and science, we are including art and literacy; four content areas are being explored and utilized in a natural and holistic way of teaching and learning. No worksheets or artificial methods are being used to teach something that is freely available in all of nature.

California poppy is another commonly grown flower that can easily be used to teach math and science. I enjoy taking pictures, but I love planting with children and allowing them to be responsible for the care and maintenance of a plant or flower. As each child watches a seed transform we learn how the sun, rain, and soil cause a seed to grow. I introduce actual scientific terminology and age-appropriate reading with illustrations to support the children’s learning. Of course, if we are exploring plants and how they grow it is because the children have shown and communicated a strong interest. When children have internal interest their attention spans are quite long and a simple question turns into a month or more long project. :) I do not introduce complicated vocabulary for the children to memorize or know off hand, rather I introduce the terms as a way of building a foundation for further information to be added as the child gains his/ her understanding of how plants grow and thrive.

There are many different provocations and projects that can be explored through the use of nature and I enjoy seeing each child come to his/ her own understanding through inquiry, exploration, manipulation, and implementation. Either individually or as a collaborative effort young minds construct knowledge, and as the Teacher, I am a facilitator and support to their ever constant and changing development of knowledge.

You as Parents or Grandparents are a constant source of knowledge and support for your young child and together we work as a team preparing young minds for their future educational careers. :)

Heidi, The Marigold School of Early Learning