Dinosaurs
A couple of weeks ago my class spent the week learning about dinosaurs. In art the students had fun creating dino footprints using paint and toy dinosaurs.
We also did several fun science activities. First we talked about fossils and how they are formed. Afterwards the students had a chance to make their own using homemade clay and plastic bugs. How fun!
We also talked about shadows. Using a lamp we projected dinosaur shadows onto paper. The objective was for the student to trace the shadow. However, most of the kids didn't understand the concept of a shadow, so they just drew pictures. Maybe a game of shadow tag would help them learn this concept!
In the sensory tub we had an archeological dig. The students loved digging through the dirt to find dinosaurs and seashells!
In math we worked on one to one correspondence. The students matched the number of dinosaur horns to the numeral. Overall, they did a great job! Next time we'll move on to numbers 4, 5, and 6.
Beginning My Own Classes
This week I began my journey as a graduate student at the University of Missouri. It is great to be back in school! I have only been away for the summer, but it seems like much longer. I love the beginning of the semester: reading over the syllabi, getting textbooks in the mail, meeting my professors and classmates.
Anyway, in my Foundations of Early Childhood Education class we were asked to think about the question "Should Public Money Be Spent on Universal Preschool?" Here is my response:
No, I do not believe that public money should be used for universal preschool programs.
First, as stated in the reading, it seems "irresponsible to expand public schools when so many are failing to educate the children already enrolled" (Paciorek, 216.) If additional money is to be spent on public education, I believe it needs to be used to improve the systems already in place. There are already too many K-12 schools in this country without adequate resources. Creating a universal preschool program would add to the financial burdens already plaguing our country's education system.
Furthermore, I do not think there is enough evidence showing that attending preschool leads to long-term benefits for the individual or society. Although I agree that children who attend preschool are often more socially and academically prepared for Kindergarten, I believe this is a correlational relationship rather than causal. It seems to me that parents who put forth the effort to find and enroll their children in high-quality preschool programs are also more likely to be active participants in their child's development at home. Therefore, I believe that Kindergarten-preparedness is a result of involved parenting rather than participation in preschool programs.
Interestingly, most of my classmates disagree with me. Perhaps it is the Child Psychologist in me being a skeptic? What are your thoughts?
Anyway, in my Foundations of Early Childhood Education class we were asked to think about the question "Should Public Money Be Spent on Universal Preschool?" Here is my response:
No, I do not believe that public money should be used for universal preschool programs.
First, as stated in the reading, it seems "irresponsible to expand public schools when so many are failing to educate the children already enrolled" (Paciorek, 216.) If additional money is to be spent on public education, I believe it needs to be used to improve the systems already in place. There are already too many K-12 schools in this country without adequate resources. Creating a universal preschool program would add to the financial burdens already plaguing our country's education system.
Furthermore, I do not think there is enough evidence showing that attending preschool leads to long-term benefits for the individual or society. Although I agree that children who attend preschool are often more socially and academically prepared for Kindergarten, I believe this is a correlational relationship rather than causal. It seems to me that parents who put forth the effort to find and enroll their children in high-quality preschool programs are also more likely to be active participants in their child's development at home. Therefore, I believe that Kindergarten-preparedness is a result of involved parenting rather than participation in preschool programs.
Interestingly, most of my classmates disagree with me. Perhaps it is the Child Psychologist in me being a skeptic? What are your thoughts?
A New Class Explores Life Under the Sea
This was the first week of the new school year, and the first week with my new group of students. It was a challenging week! It's funny to think that these students are only a few months younger than the ones that left me because it seems they have a lot to learn! A significant chunk of my time was spent giving reminders that "hands are not for hitting" and that toys needs to be shared. We weren't able to do all of the activities that I had planned because these students needed more help and required more time to complete tasks than I expected. It will certainly be an exciting year watching them grow!
Anyway, the theme for the week was "Under the Sea." The students explored such topics as jellyfish, sharks, and seashells. In the math center we focused on our classification skills. I worked with the students to classify seashells by size and color. A few days later, as a formative assessment, the students were given the opportunity to sort fish into a "big" group and "small" group. Overall, they did a pretty good job!
Anyway, the theme for the week was "Under the Sea." The students explored such topics as jellyfish, sharks, and seashells. In the math center we focused on our classification skills. I worked with the students to classify seashells by size and color. A few days later, as a formative assessment, the students were given the opportunity to sort fish into a "big" group and "small" group. Overall, they did a pretty good job!
In the science center the kids had a chance to explore water. We began a salt water experiment on Monday by mixing salt into water and observing as it dissolved. We left the cup of water by the window throughout the week and the kids would periodically stop by to make observations. My favorite was when one of my students said, "I don't think it's working." I asked why not, and he said, "It looks the same!" It was especially cute in his 3-year-old voice. Luckily by Friday the water had evaporated and we were able to make observations about the salt that stuck to the bottom. I think simple experiments like this are essential for the development of science inquiry skills. The students' favorite science activity was exploring ice cubes. The students used the scale and magnifying glasses to make observations. They also enjoyed feeling the ice cubes melt in their hands. Another one of my favorite quotes was, "Hey! It's turning into water!"
At the art center my students really enjoyed creating using fish-shaped sponges, paint, and paper. It was interesting to see the many ways the sponges were used. Some students smeared the paint, others made perfect stamped images, and still others pressed so lightly that hardly any paint was applied to the paper. All of the variety made for a lovely wall display.
In an attempt to develop gross motor skills we played "Feed the Shark." I hung a picture of a shark on the fence and the kids tried to throw a ball into this mouth. Of course, in order to prevent any confusion about the gastrointestinal workings of sharks, before beginning the game we learned that sharks eat fish, not balls. This was definitely the favorite activity of the week. Several students even asked to play again on subsequent days!
In order to learn more about life under the sea we read books such as The Rainbow Fish by Marcus Pfister and The Magic School Bus on the Ocean Floor by Bruce Degen. We also had fun learning a Jellyfish Fingerplay from Preschool Playbook, Once I Caught A Fish Alive, and the Baby Shark song.
Passports Around the World
Last week concluded our school's summer program, and we tied it all up with the theme "Passports Around the World." Each day we reviewed a different country. Below are some of the highlights.
We started with Italy. We discussed that Italians use many different kinds of noodles in their cooking and often many types of spices. We began our studies by smelling several different types of Italian spices: basil, rosemary, parsley, and sage. The students enjoyed sharing which smells they liked and those that they didn't.
I also incorporated noodles into our daily activities by having the students create noodle art (I think turned out quite nicely.)
We started with Italy. We discussed that Italians use many different kinds of noodles in their cooking and often many types of spices. We began our studies by smelling several different types of Italian spices: basil, rosemary, parsley, and sage. The students enjoyed sharing which smells they liked and those that they didn't.
I also incorporated noodles into our daily activities by having the students create noodle art (I think turned out quite nicely.)
After discussing the Leaning Tower of Pisa, several students were inspired to build towers of their own.
We also reviewed our northern neighbor, Canada. First, we read Canada by Nathan Olson. Then we had fun dancing to the tune of the Canadian national anthem.
Finally, inspired by the Canadian flag, we created art using leaf-shaped sponges, and red and white paint.
I think the most exciting day was when we reviewed Egypt. As an introduction to mummies, I read the book Runaway Mummy by Michael Rex. The students loved it! Next, we dove deeper into our studies by watching the Brainpop video about mummies. Finally, the students got some hands-on experience by wrapping their dolls as mummies. This was quite the site to see!
Finally, we discussed that mummies are found in pyramids. After looking at pictures of pyramids, the students were inspired to build some of their own.
China
Throughout the summer our preschool program has focused on a different country each week. It's been interesting studying countries with preschoolers who have very little sense of geography. They hardly understand America, let alone places across the globe. Anyway, this week the focus was China. We had a lot of fun exploring Chinese culture and history.
After finding China on a globe, we discussed some of its ancient history. We read about the Great Wall of China and then watched this Brainpop video. The kids were most intrigued by "the bad guys" who inspired the Chinese to build the wall. After our discussion, the students were encouraged to build their own Great Walls out of blocks. They came up with some great designs!
After finding China on a globe, we discussed some of its ancient history. We read about the Great Wall of China and then watched this Brainpop video. The kids were most intrigued by "the bad guys" who inspired the Chinese to build the wall. After our discussion, the students were encouraged to build their own Great Walls out of blocks. They came up with some great designs!
Of course we also talked about Chinese food. Our wonderful school chef was nice enough to make us fried rice for lunch. The kids also had fun with chopsticks. Of course three year olds don't yet have finely tuned motor skills, so a lot of stabbing was involved.
I also incorporated a few art projects into this unit. First, after looking at pictures of the Chinese flag, the students were encouraged to create with red and yellow paint. They painted using cookie-cutters roughly relating to China. For example, one choice was an airplane cookie-cutter because one must fly on an airplane to get to China. There was also a person cookie-cutter and a few star cookie-cutters available.
We also had fun using rice in our artwork. After painting with a paint/glue mixture, the students sprinkled rice onto their paper. This was a very enjoyable project!
In honor of Chinese New Year we also created a fireworks mural. We used finger paint and a large piece of white butcher paper. The students were not only given paint brushes to paint with but also popsicle sticks and star-shaped toys.
In our math center, the students spent time exploring traditional Chinese tangrams. Although these were quite challenging for most students, they still had fun exploring the shapes.
Each day during Circle Time we read books relating to China. We enjoyed Tikki Tikki Tembo by Arlene Mosel, Chinese New Year by Lola Schaefer and The Seven Chinese Sisters by Kathy Tucker (this was the favorite.) We also learned this fun dragon finger-play. The kids also had a great time Chinese ribbon dancing. We watched the video below for inspiration.
Science Experiments
Today my class did a science experiment. We put raisins in Sprite hoping to see them dance. This works because the carbonation bubbles stick to the raisins making them sink, but when the bubbles pop the raisins float back to the top. My plan was to have the students make predictions about which other objects would dance in the soda.
Unfortunately, the raisins weren't cooperative and did zero dancing. Oh well, we'll just have to try again sometime. It did get me thinking... I would like to try doing a small experiment with my class each day. Introducing science inquiry skills now will prepare them for science exploration in elementary school and beyond.
Unfortunately, the raisins weren't cooperative and did zero dancing. Oh well, we'll just have to try again sometime. It did get me thinking... I would like to try doing a small experiment with my class each day. Introducing science inquiry skills now will prepare them for science exploration in elementary school and beyond.
Organizing the Classroom
Although I teach a year-round preschool program, I am anxiously awaiting the beginning of a new school year. As my beloved students transition to the to the next classroom, I am preparing for my new arrivals. I took over a classroom that was recently used by another teacher, so I have been busy organizing and rearranging. I have created well-defined centers that promote active engagement. Hopefully my new tables and shelves will arrive before my new students do. The students will be busy learning in the Science, Math, Art, Block, Manipulative, Computer, Library, Dramatic Play, and Writing centers. (That should keep them busy!)
In order to reinforce the "3 Student per Center" rule, a chart will be hung at each center for students to mark their arrival and departure. Each student will be given a clip with their name that they move between centers. In addition, throughout the first month of school the students will be taught/reminded how to use each center and the materials in the center. For example, during Monday's Morning Meeting we will learn about the Science Center and how to properly use a magnifying glass. We will also talk about the importance of leaving centers clean and ready for the next person.
The other project I've been working on is the circle area that will be used for Morning Meetings and whole group lessons. On the wall near the meeting rug I have hung a number line 1-10, an alphabet chart, a calendar, labeled shapes, and a board that displays the monthly theme. I still need to add the daily picture schedule and items used for my classroom management system.
In order to reinforce the "3 Student per Center" rule, a chart will be hung at each center for students to mark their arrival and departure. Each student will be given a clip with their name that they move between centers. In addition, throughout the first month of school the students will be taught/reminded how to use each center and the materials in the center. For example, during Monday's Morning Meeting we will learn about the Science Center and how to properly use a magnifying glass. We will also talk about the importance of leaving centers clean and ready for the next person.
The other project I've been working on is the circle area that will be used for Morning Meetings and whole group lessons. On the wall near the meeting rug I have hung a number line 1-10, an alphabet chart, a calendar, labeled shapes, and a board that displays the monthly theme. I still need to add the daily picture schedule and items used for my classroom management system.
I also created a new Birthday Wall. I chose to mark birthdays with clothes-pins, so that each month I can mark the students' birthdays on the large classroom calendar.
My favorite new addition is this simple drying rack I created with hooks, clothespins and string. Every preschool room needs one of these!