Tag: provocations

A journey with The Marigold School of Early Learning

September 2025 Blog: Fine Motor Development! Part #1

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Part #1-4 “Fine motor skills/ development in the early years” series.

Young children naturally have small hands, fingers, and wrists. Within a relatively short period of time, five years, humans develop from infants, babies, toddlers, to young children. The early childhood time in a human’s life ranges from infancy to age eight. And, as we all know, this time in a child’s life is packed with a large amount of growth and development.

The focus of this blog is on fine motor development/ skills. The fine motor muscles in children’s hands, fingers, and wrists determine how they demonstrate their understandings, inquiries, and abilities. Children naturally engage in a variety of contexts, allowing them to utilize their fine motor muscles, but that doesn’t mean that we, as adults, parents, teachers, and caregivers, do not intentionally set up fine motor muscle experiences and opportunities. We still take the time to follow a child’s interests and needs, and set up useful items that they would naturally be attracted to. That is why the term “play” has such a major role in children’s growth and development during the early years. Through “play,” children use their fine motor muscles to pick up things, sort, transport, construct, and create. They use their hands to help them with putting on their sweaters, jackets, socks, shoes, and other items. They utilize their fine motor skills to learn daily life tasks suitable for their age and level of ability.

In my classroom, I have purposefully set out materials for fine motor development experiences and support. One item in particular that I add every school year is a Loose Parts Tray. This is a tray I put together with the intent of it being an open-ended tool that could be used in a variety of ways and positioned anywhere it needs to be in the classroom throughout the school year. However, we have found one place in particular that is preferred, and that is on top of one of our shelves. I chose staple items and seasonal small items to fill the tray throughout the school year.

Items I have collected for the Loos Parts Tray are of different textures and colors. Here are some examples of what I put in my tray for the students to use as their imaginations allow. (This list is just a short example.)

  • rocks
  • beads of various shapes, sizes, and colors (still small)
  • tiny animals
  • marbles
  • plastic autumn leaves and acorns (seasonal)

The children utilize these small items for a variety of things, but mainly in the kitchen area. They love taking on the role of a cook, chef, restaurant owner, etc. Filling pots, pans, and various dishes with the loose parts from the tray serves a great purpose for them. First, the children are naturally accessing their growing fine motor muscles, assigning new roles to small objects, and figuring out what and how much of these items will fit into the various-sized dishes and containers we have. The children, while engaged in dramatic play, are using their imaginations to act out a story, communicate and socialize with each other, utilize and assign new roles to “loose parts”, and, without realizing it, gain experience in science, math, and language, to name a few content areas. Using their fine motor muscles happens naturally through their play and dramatic stories, and this is in part due to using the classroom as a teaching/ education tool. The classroom is a “third teacher” when used in ways that support, appropriately challenge, and stimulate interest for each child.

See parts 2-4

A journey with The Marigold School of Early Learning

Respect and Kindness Comes First: The Culture of A Private Early Learning School

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The thought of private schools brings to mind elite schools that serve children and families starting from preschool and going through eighth grade. However, private schools are not always elite, they can be down to earth like The Marigold School of Early Learning. Hello, my name is Heidi and I run a small early-learning program inspired by Reggio Emilia. My school is a private school and I teach children ages three to five. Families looking for a small home-like atmosphere, and want their children to learn naturally through play are welcome.

The culture of an early learning program is different across the board when it comes to schools. That is why it is a good idea to do a little research before joining any early learning program. Visit the school, talk to the teacher/ teachers, talk to families you know who have attended, and get the feel of the school before you jump on board. Most importantly, take time to think about what you want for your child and choose the school that best fits the needs of your child and the learning goals you have. Children create the majority of the school culture, yet parents and the teacher create the rest. Being open, honest, kind, and respectful to the teacher and other families is a must, I would say, for any school, but in our current society, I feel the need to put this out there.

A school culture of kindness is not just about being smiley and happy all the time, it means being thoughtful of others, your children first, and their classmates. Take some time to see the world as a new place to explore and not one that you are familiar with. When looking at things through the lens of a child their sensitivities come to the surface. Respect the time it takes for your child to accommodate to school life, meeting children their age in a group setting without Mom and Dad present for the first time. Respect the community your child is now forming with their classmates and the teacher. When your child enrolls in an early learning program, they are part of a community. A small community is just as important if not more so than a large community because children get to know each other better than if they were in a larger classroom. The teachers work hard to help your child adapt to the school culture which is powered by empathy, kindness, understanding, and communication. Once your child is part of a school community so are you. Please consider taking time to meet and get to know your child’s friends and their parents. Show your child you value the newly discovered independence they have been experiencing, and that you respect and care about the friendships they are building every time they go to class.

If the school culture doesn’t feel right to you, take the time to talk to the teacher about how you are feeling, and if a solution cannot be reached take the time to give your child closure. Respecting and understanding your child has made deep friendship connections and giving them time to say goodbye will help your child learn that ending a social/ educational relationship does not have to be traumatic. The school culture may be too intense for some families and they may want to be in a larger school setting so they do not feel the pressures of having to be a part of school events. As a teacher/ educator, I am acutely aware of how my mood can set the tone for my students, so I have to be mindful of how I am around your children at all times. Being mindful that as parents your mood influences a tone or message when you bring your child to school or pick them up at the end of class. Your child feels your mood and so does the rest of the class. Young children are people, and very perceptive people at that, they can sense if you are angry, sad, frustrated, happy, etc., so please keep that in mind when interacting with your child at school. Being kind, empathetic, and aware of the moment you are living in is a strong way to communicate with those around you, and is part of the school culture.

I have mentioned this many times and I will continue to, please know that the teacher is not one to pry into your personal lives or criticize how you are raising your child. The only factors involved in having open communication with your child’s teacher involve talking to the teacher about anything that has changed in your home environment either physically or emotionally that could be affecting your child in a negative way. The loss of a job, a separation or divorce, family or friends staying over for an extended period of time, moving house, anyone ill in the home, and the list goes on. Only communicate what you feel comfortable with the teacher. As a teacher, I can say, I am not a licensed therapist, and I am only concerned with what is directly affecting your child and inhibiting their learning emotionally, cognitively, socially, and sometimes physically at school. If your child is not able to participate in play, group meetings, or large motor exercises, I need to know what may be causing or contributing to these behaviors or issues. If I know more about what could be negatively impacting your child I can understand the situation and make informed decisions for how to help/ support your child. Open and two-way communication is vital so your child gets the most benefits out of being in school. Remember, that you are part of the school culture and community. Your ability to discuss issues you are facing with the teacher enables the teacher to provide support or suggest resources that may be helpful to you. Your willingness to be open, and honest and keep the door open for communication models to your child how you deal with life difficulties and how you find ways to work through them and solve them. Sometimes we can rely on ourselves alone, yet other times we need more people on board to help make life difficulties less daunting.

Young children are sensitive human beings who are still developing their complex emotions and social skills. Our combined empathy, understanding, and consistency with listening to them and keeping to routines will model to your child they are respected, valued, and cared for. Kindness comes first at The Marigold School of Early Learning. Families are valued and respected as a whole and if any member of a family does not feel comfortable about the school culture talking to the teacher is the first and best solution. If we can work together as partners in education we can accomplish just about anything. If we find that we cannot, then it is okay to move on to another early learning community. There is no shame, no ill will, and no reason to cause friction in one early learning environment when seeking a new one that could be a better fit. You and your child’s happiness and feelings of understanding and acceptance in a school culture/ community are important and I want anyone who wants to be at The Marigold School of Early Learning to join, stay, work together, and contribute to this wonderfully diverse and early learning culture. Remember, that you, the parents, and the child matter. You have a voice and I want to hear your voice. Respect and value this special time in your child’s life, for they are only these young ages once.

Sometimes, the school culture is more calm and quiet. If your child is high energy with more of an extrovert personality you may want to explore larger schools with bigger class sizes. The reason I mention this is because in smaller class sizes the children feel that energy radiating off your child, and every child reacts to this energy differently. Some children will thrive off of it, others will hide, and others will feel they are being assaulted. A trial period at any early learning school is a must for some children because you want to make sure your high-energy, happy child is able to thrive being themselves in the program you have chosen. Your child should not feel as if they did something wrong just because the environment was too small or not the right fit. The school culture is not just about the moods we as adults project and set for the children, it is about how children influence each other’s moods. A school culture that respects, values, and wants your child to fully be themselves is the right one, whether that be a small community or a large community. A trial period allows you to have more control over the early learning program you have chosen and gives you a judgment-free way to figure out if the school you choose for your child is the right fit. Smaller class sizes generally are the best option, but not all children thrive in smaller classes, they need larger ones to meet their needs. Just as there are different learning philosophies and approaches to education, there are different school cultures that will fit your child’s needs better. As the teacher of The Marigold School of Early Learning, I want children and families to join my community only if they truly want to be here and if their educational and developmental needs can be reached here. I will talk to you if I feel my school does not fit your goals for your child. Remember that you and your child can help create a positive school culture wherever you choose to enroll. You have a voice and so does your child, so don’t be afraid to communicate your ideas and goals. If it works out that my school is the right fit for you and your child, then I welcome you all with open arms! :)

Give your child time! Give your child time to adjust to school. Respect your child and show patience so your child can take the time they need to adjust to a huge life change. Early learning is usually a child’s first formal group experience and they need to be allowed to go through a gambit of emotions and social adjustments when adapting to a new environment, particularly one away from Mom and Dad. As a teacher, it is my job to communicate to you if I feel your child is not adjusting well and to figure out some solutions. If we as a team have not come up with good solutions then by all means a change in early learning communities may be the solution. I want to emphasize that your child is a small human being new to this world and it is important to give your child the necessary time they need to adjust to a big and positive change in their lives. Let us work together to make the transition to school a positive and peaceful experience.

A journey with The Marigold School of Early Learning

Finding The Right Early Learning Community

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Check out my Instagram Page! :)

Finding the right early learning community can be a challenge depending on the area you live in. What I am referring to takes into consideration the miles from your home or place of work and school, and your work schedules. Most early learning schools are half-day, with full-day schools being either childcare or a mix of childcare and preschool. The miles and time it takes you to leave one place and go to another is a big consideration. The school you choose welcomes you no matter where you are traveling from, as long as it is a place you want your child to learn and grow.

Another factor in choosing the right early learning community is the school’s educational philosophy. There are different types of early learning programs, all promoting various educational theories and methods. Today, more than ever before, families can easily look up what they wish to know online and find out the information they are looking for at their fingertips. It still takes time to research the information you want, but it is worth the time you put in. For example, Montessori is not Constructivism. Boxed curriculum programs are not the same as emergent, so really explore the type of early learning you want for your child. Whether it is the right program for you and your child is entirely up to you, and what learning goals you have in mind for your child.

Consider the size of the right early learning community. Some families want their child to be in a school that is large so they feel a part of a bigger community. Other families want smaller learning environments so their child is not as intimidated and gets more one-on-one attention from the teacher/ teachers. The size of the program matters, and it matters most to your child. For children who have zero experience interacting in a group setting with other children, a small learning environment may be ideal. If your child has been to things like play parks where you are with them, yet they can explore on their own with other children, your child may be ready for a larger first school experience. Your child’s emotional development is also something to consider alongside their personality type. Children who lean towards an extroverted personality may enjoy a larger school environment because they need more stimulation in all areas of learning. Children with an introverted personality type may need a smaller learning environment so they can thrive, feeling safe and free to be curious with confidence.

When looking for the right early learning community, remember that your young child is still new to the world. Sensitivity to their emerging emotional and social skills is vital to their success. Take things slowly, be patient, and respect that your child needs time to adjust to large life changes. Not every child assimilates into school life quickly during the early years. Respect your child’s age and developmental level. Understand that you are their center, and they are still emerging from within themselves. The world evolves around you for your child, and being away from you is a large part of the school experience. Your child is taking in complex information and needs your steady reassurance that you will let them take their time to adjust to big life changes. And something else to keep in mind, every child is different in how they adjust to school life, so work together with your child’s teacher to find ways that will best help your child through this exciting yet scary process.

The right fit is not always your first choice of early learning schools. There could be issues with the size of the school being too big, too small, or not in an ideal space. Working with the teacher may be a two-way problem and you may not feel comfortable being a partner in your child’s early educational experiences with the teacher. Keep in mind, in that case, the feeling is most likely mutual. Both parents and teachers must feel comfortable working with each other as partners in education. Even if your child likes their teacher and the students they attend school with, feeling comfortable with the teacher is huge for parents too. It is perfectly fine to take your child out of a school and enroll them in another school where you feel more comfortable with the teacher/ teachers. Children feel your stress, and they are resilient to a certain extent. If your child had a best friend in the school you left, keep in touch with that child’s family so your child can continue building their friendship with that child, which can support your child’s feelings about making new friends.

The right fit has a lot to do with open communication and honesty. Parents who want to be partners in education know that talking to the teacher about any school or learning-related issues is vital to their child’s success. Take the time to talk, listen, and make a plan of action if need be for your child, but always talk to the teacher. Stay on the same page with school issues, so you don’t go down the ugly path of assumptions, misunderstandings, and misinformation. Teachers and parents are role models for young children, and if they choose not to talk to each other, they are role-modeling poor communication skills and disrespect to the child. Your child feels your stress no matter how hard you may try to hide it; they are in tune with you, so please remember that if any school-related issues come up that bother you, and you want to know more about it, take time to talk to the teacher. Always respond to school communications so you are in the loop and not left out.

Leaving an early learning community may mean it is simply not the right fit for you or your child. There is no shame or idea of failure in this development. Sometimes, an environment chosen for a child just is not the right atmosphere for your child’s unique and individual needs. Keep in mind, there are other schools, and there are different personalities that you and your child may connect better with in other programs. Leaving one school and choosing another is a way of taking care of you and your child’s emotional and social needs. Be kind to yourself, your child, and the school you are leaving. Although the class and teacher will miss your family if you have to leave, know that everyone will support your decision because what is best for you and your child comes first. Drama is not part of leaving and never should be. As parents, you are the first and strongest role model for your child, so be mindful of how you treat the teacher and the community you are leaving. There is no need to “burn bridges”. Look at change as a new road or pathway your child is taking on their learning journey, and you are along for the ride.

The Marigold School of Early Learning welcomes families who believe in the power of play and children’s unending curiosity and wonder. If you would like to join this happy, kind, and small community, I look forward to meeting you. :)

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

Following the Interest of a Child

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Before we went on winter break I captured these pictures from the morning preschool sessions. :)

 

2015-12-08 08.08.34 Using puzzle pieces and a small wooden bowl I set up a provocation for the morning. :)

2015-12-08 08.08.50  Here is  a small example of emergent curriculum.  I based this provocation off of what I saw happening in class.  The week before a three year old child used dominoes and cars to create pictures, so I thought why not try the same idea using puzzle pieces.  Again, I do not expect and am not crushed if a child does not take interest in a provocation, it is a learning process for both myself and the students.

2008-01-07 13.12.45  What ended up happening is the puzzle pieces were moved to a piece of fabric in the Reading Corner and buttons were added to the bowl.  And that is when a child’s imagination took over! :)  The puzzle pieces and buttons became cat food!  And as I was documenting this emergent process I also observed a strong interest in cats.  This particular child has a pet cat, so no surprise with the interest.  This is leading me to adding a few more cat books to our Reading Corner and non-fiction ones as well.  

school pics 023  Here is an example of  little bear and a cat book.  Since interest in cat behavior is showing up in play so strongly, I am going to incorporate facts about cats and see what types of provocations I can set up to entice young children’s interests in cats or other animals.  The content areas that will be covered will include literacy, art, and science.  How interested the children are in the topic will determine how deep we go into the content areas, but I can tell you from years of experience that when young children are interested in a topic, deep and meaningful learning experiences are the result.  And the wonderful thing about it is that is all stems from the children and is not topics forced onto them by the Teacher. :)

Heidi Scott, BA & MIT

The Marigold School of Early Learning

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

Provocation and a Child’s Interest

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I’ve talked before about how young children sometimes will be curious about a provocation or not.  I’ve also talked about how using the materials you have is a great way to incorporate recycling into your curriculum.  Above I had set up a small provocation using boxes, blocks and wooden dolls, our fairies.  And I used a piece of fabric to place them all onto.  I had no idea if this would be an interest or not, but I tried anyway.  

It turned out that one of my students chose to remove the blocks from the table and take them to the construction/ block interest area to build with.  The boxes, dolls and fabric were all left behind.  So I decided to follow this child and put the boxes and dolls in the construction/ block area too.  At first block building dominated and no interaction with the dolls took place.  However, just as I was about to give up on my provocation entirely, this student decided the dolls needed furniture. :)

2008-01-01 12.27.51  It turns out that the provocation wasn’t a fail as I thought it was.  This child made it her own and took it in the direction she wanted.  She moved the blocks to an area she could build, then she used the blocks to make furniture for the dolls.  She explored, constructed and planned using her own timing and ideas.  I mentioned the word “planned” second because often times young minds construct first and formulate ideas and plans as they go.  Constructing knowledge as they engage in hands-on projects enables their young minds to experiment with the many ideas running through their heads.

Sometimes it can be very difficult as a Teacher to sit back and wait.  Sometimes it is important to follow the child’s lead and then step back again.  Waiting, watching and listening are all part of  the documentation process and of being a Teacher, Mentor and Facilitator.

100_8294  As this child started to story tell about the dolls/ fairies she used our wooden tool bench, tools, and alphabet puzzle pieces and incorporated them into her story.  This child was also integrating the content areas such as mathematics when building, for example, measuring, comparing sizes, shapes and balancing each block.  She also entered into literacy development when she started story telling. Allowing young children to express their individual ideas and creative thoughts is all a part of a strong learning foundation.  This simple example is what enables children to take risks with their learning as they grow older.  We want children to have confidence and the ability to make difficult decisions as they grow into adulthood and become responsible citizens.  It all starts in the early years of development.

Heidi Scott, BA & MIT :)

The Marigold School of Early Learning

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

Clay, Buttons and Oil Pastels

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100_8083  Using clay and buttons as a simple number provocation is another way to incorporate mathematical experiences into your classroom.  Some children will come over and use the oil pastel to try and trace the number and the buttons.  Other children will copy the number and buttons free hand.  And still others may squish the clay and use the buttons to create something entirely different.  Children not so comfortable with textures like clay will push the clay aside and use the oil pastel to draw instead.  These are all things I have seen many children do each time I’ve done this provocation or a similar one.  

100_8084  Provocations like these are meant to get the children thinking.  When asked, “what number is this?”  “Zero!” is always the reply.  Zero is also a circle shape, head, eyes, balls etc.  Children will take this as a number symbol or use any of the other forms it takes to create a unique picture.  Sometimes a child will have a lot to say about his/her creation and other times just the moments spent working with clay and allowing themselves to relax before engaging in other areas that require social interaction will be enough.  What each child gains from a provocation is not always up to the Teacher.  Children will stick to the surface or dive deep with their inquiries, explorations and creations.  As a Teacher I am close by to push the child’s thinking a bit further when I can.

100_8087  I chose an autumn theme for the colors of clay, buttons and oil pastels, but you could always choose the colors you see and hear your children wearing, choosing and telling you they like.  This was my way of incorporating a seasonal color theme without all the “cookie cutter” close-ended units and lessons.  I find it fascinating to be able to set up a provocation and wait to see how the children interpret the meaning for themselves.  And I love being able to scaffold with each child, building onto and opening doorways in their minds for deeper understanding.  The button alone could spark a brief discussion on the buttons a child has on his/ her shirt or coat.  The child may remember a family member like a Grandfather or Grandmother having buttons to play with when they visit.  Children have rich memories and experiences each brings to the classroom and I never know what provocations will spark special memories.  Memories are worth writing down and appreciating.

100_8086  I tried to pick out buttons that were similar in color yet have a different appearance.  Each button is of a different size and has specific surface details.  The picture above has two yellow buttons, yet each is of a different size and has a different number of holes.  The surface textures of both have a different design as well.  These are details I noticed and sometimes the children will notice these on their own and be interested in the differences.  Other times children will not pay attention to these fine details because they do not consider them to be important details.  This is where as a Teacher I can point out and question the children about what they see as being the same and what is different.  Pointing them is a direction I would like them to notice sometimes leads to more questions from the children as to why the buttons are not the same.  It can also spark memories of experiences with other clothing or toy items that are different and the same.  Keep the conversations open and keep them going when you see an opportunity.

100_8085  Color differences are also noticeable between the clay, oil pastel and buttons.  This could lead you to set up more provocations with the color spectrum in mind.  Exploring colors and how color is created could lead the children into a great scientific exploration.  Discuss with the children things in nature that are green and all the different shades of green.  Bring in leaf and grass samples to set up and compare the differences in color.  Since it is Autumn you could also use this time to teach the children about how the leaves turn in the fall and why.  Nothing too heavy because the children are ages three, four and five, but enough scientific information that keeps them asking more questions and keeps the topic open for further investigations.  Let the children lead you in what you add to the curriculum.  Rich learning and strong foundations for further learning happen when we, Teachers and Parents respect the interests and knowledge young children inquire and talk about.

 

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

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

Fabric and Buttons!

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100_8100 Using textures and small manipulatives like buttons for beginning patterning provocations is another way to introduce mathematic concepts to young minds in a non-intrusive way.

100_8096 This is an example of how you can display biggest to smallest using buttons.  The idea when setting up provocations like this one with fabric and buttons, is to keep in mind this is an open-ended exploration.  Watch, listen and observe how one or all four children at the table use the materials or choose not to use them.  Revisit this provocation and from the observations and words of the children formulate questions to spark a discussion of possible uses for fabric and buttons.  You may be surprised at what non-conventional ways the children will come up with. :)

100_8097 Using different nature based or Autumn colors is another way to stimulate a child’s young mind in terms of creativity.  Here is a cream colored fabric with yellow buttons along with leaf patterns and a star shape.  These small details may be noticed by the children and this could inspire one or more to draw or paint a picture of leaves or stars.  The children may ask for clay to sculpt a flower.  You never know where a young mind will take a provocation.

100_8098  Now you may be thinking this is too abstract, not enough information for a young mind.  However, my expectations are for the young mind’s capacity to question, explore ideas and take risks creating things inspired by a provocation like this one.  Conversation and deep discussion can come about from the children for different uses of fabric and buttons.  Sizes, shapes, colors, textures are all a part of the natural and artificial world in which all children live and breath.  Use what you have to provoke deep thought, questioning, exploring and constructing minds of the young children you teach or care for.

100_8099  Patters are in real nature and they are in artificial nature.  Here is an example of using the colors in the fabric to create with buttons a red and yellow pattern.  Again this is a provocation which may lead a young child to extend the pattern, or it may inspire them to draw or sculpt.  As a Teacher my ideas and adult expectations have to be put on the back burner.  I have to be patient and wait to see how young three, four and five year old minds will interpret and create with exposure  to a provocation like this one.  The types of questions I ask to further exploration may differ for each age group or I may observe how each child of a different age influences another’s ideas and constructions based on this one provocation.

Give this provocation a try!  See what your young preschool children come up with.  Let me know how it worked out for you.  Let me know if it did not work and how you changed the provocation.  How did your discussions on this provocation unfold and what insights did you gain in terms of how each child interpreted the provocation?  I want to hear from you!  Please like and share!

 

Thank you!

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

 

 

Preschools in Vancouver, Preschools The Marigold School of Early Learning

Flower, Paint and Crayon Provocation

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

school pics 003      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 :) )

school pics 004  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. :)